In the last decade, innovations like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education – causing us to teach using more technology. The pandemic accelerated technology adoption, but we still haven’t faced the real crisis in curriculum. The next wave of disruption to higher ed will not come from more technology to incorporate into teaching, but will be caused by the existence of advanced technology in the workforce. The existence of technology like AI will force us to regularly alter the curriculum we teach to keep it relevant to the world around us. This talk provides guidance for changing how we design and assess programs, courses, and modalities of delivery in order to stay relevant as educational institutions.

Facilitated by Maria Andersen, Ph. D
CEO, Coursetune

Join this hands-on workshop if you are new to working with Coursetune.

Projected Outcomes:

• Craft a shared vocabulary of Learning Objectives and Alignment.
• Discuss the importance of mapping our course(s) to the NACE Career Readiness Standards.
• Explore Coursetune as a tool for curriculum mapping.

Facilitated by Jonathan Cisco

This session provides an introduction to Reacting to the Past, an innovative program that uses role playing games to provide students with immersive and meaningful learning experiences within the context of college courses spanning many different disciplines. The session will include an overview of RTTP pedagogy, and an example of the use of the RTTP game “The Threshold of Democracy Athens in 403 BCE” in AMS 2100H: The Ancient Greeks. The panel will include students who participated in the game and who will be returning as preceptors to guide new students in the Spring 2022 semester.

Projected Outcomes:

• Attendees will gain familiarity with Reacting to the Past, and consider whether or not they might be interested in incorporating a game into one of their courses.

Facilitated by Jim Crozier

The Office of Undergraduate Research will be piloting the use of a new tool (EvaluateUR) designed to facilitate purposeful conversations between mentors and undergraduate researchers to promote growth in 11 different learning areas that are applicable to all academic disciplines. This session will present the 11 outcome categories, introduce plans for piloting EvaluateUR at MU in 2022, and provide a general networking opportunity for faculty interested in undergraduate research and creative scholarship as a high impact educational practice at MU. We welcome faculty interested in participating in the pilot phase of implementing this validated instrument at Mizzou, as well as those who are just curious about the learning outcomes and how they might use this framework in their own mentoring or courses.

Projected Outcomes:

• Attendees will identify 11 student learning outcomes developed through undergraduate research experiences.
• Attendees will prepare to use the EvaluateUR tool for purposeful feedback with student mentees.
• Attendees will expand knowledge on the high impact practice of undergraduate research at MU.

Facilitated by Linda Blockus

This session will focus on developing personal- and classroom-level emergency plans for in-person teaching. As we return to campus, it is imperative that instructors are familiar and/or reacquainted with the physical spaces in which they teach. Instructors often do not consider emergency preparedness until an actual event. This hands-on session will assist in making emergency preparedness plans for classroom spaces.

Projected Outcomes:

At the end of the session, participants will be able to:

• Plan for various emergencies in classroom spaces, including active shooter situations.
• Initiate conversations with students with disabilities about emergency preparedness in the classroom.
• Reflect on their own comfort level with emergency situations.

Facilitated by Rachel Proffitt, Amber Cheek, and Todd Houts

Join Associate Provost for Faculty Success, Dr. Alexandra Socarides, and T4LC Director, Dr. Tori Mondelli, as they provide updates on the Review of Teaching processes, tools, and trainings. Some units will be piloting the new processes in spring 2022, and the new student feedback tool is anticipated for all by fall 2022. Come see how MU is advancing inclusive and effective teaching, and avail yourself of the robust support materials and sessions.

Projected Outcomes:

• Participants will learn about the departmental and college level decisions being made about piloting, and/or adopting TFELT recommendations and tools.
• Participants will be informed about the Canvas modules, in-person experiential sessions, and other forthcoming materials and sessions to support them with the new review modes, and teaching in general.

Facilitated by Victoria Mondelli and Alexandra Socarides,
with remarks from Provost Latha Ramchand

Join Dr. Jonathan Cisco (former T4LC Associate Director), and Dr. Amy Lannin (Director of the Campus Writing Program) for an overview of the new prompts for a meaningful self-reflection of one’s teaching. A facilitated activity to sample the process is planned!

Projected Outcomes:

• Participants will gain an understanding of the purpose and flow of the Teaching Reflection.
• Participants will practice and create text to use for their Teaching Reflection.

Facilitated by Jonathan Cisco and Amy Lannin

Drs. Sarah Bush and Bethany Stone (T4LC Faculty Fellows) will take you through the new campus system for peer review of teaching. During this session, we’ll be discussing the importance of and differences between summative and formative peer review in educator development. Participants will practice using the peer review tools in a series of short activities.

Projected Outcomes:

• Participants will be able to explain the importance of and differences between summative and formative peer review.
• Participants will be able to describe the peer review process from the perspective of both reviewer and instructor.

Facilitated by Sarah Bush and Bethany Stone

Join Johanna Milord, T4LC Graduate Research Assistant, and T4LC Associate Director, Dr. Lydia Bentley, as we introduce an amazing new opportunity for graduate instructors to gain valuable feedback on their teaching through peer evaluation. The graduate instructor peer reviews have foundations in evidence-based teaching standards and participants are invited to role-play and practice specific parts of the peer review process.

Projected Outcomes:

• Participants will learn about the Spring 2022 timeline and implementation details for the graduate peer review process..
• Participants will learn details about the general structure and protocol of the peer review process.
• Participants will be able to describe at least one specific aspect of the formative peer reviews in detail.

Facilitated by Johanna Milord and Lydia Bentley

Student feedback data from end-of-course institutional surveys has been a source of some confusion and controversy as a means of gauging teaching effectiveness, but there is much we can learn and use from this data to construct the story of our teaching experience and communicate that story to others. Join Dr. Steve Klien (T4LC Faculty Fellow) and Dr. Lydia Bentley (T4LC Associate Director) to learn what relevant research has to tell us about working with student feedback data.

Projected Outcomes:

• Participants will learn about what feedback data from end-of-course student surveys can (and can’t) effectively reveal about student experiences in class, based on scholarship in this area.
• Participants will learn research-informed principles and best practices for improving the quantity and quality of student feedback, as well as strategies for interpreting and explaining student feedback results.

Facilitated by Lydia Bentley and Steven Klien

All courses should be rooted in deep learning and understanding of concepts that are connected and then apply that learning to other situations. More math experiences need to be like this. No gimmicks or tricks, just understanding and sense-making.

Projected Outcomes:

The framework provided in this session will:

• Reduce “gimmicks, tricks, and algorithms” in teaching and learning.
• Increase students’ depth of knowledge of concepts.
• Increase student connections between concepts and related to the world.
• Provide strategies to increase sense-making and understanding; particularly in math but easily applicable to other disciplines.

Facilitated by Drew Crismon

Have you ever worked with or had a student-athlete in class? Either way, please join us as we take an in-depth look into Mizzou Made Academics and the Enhanced Learning Program. Curriculum, instruction and creating an inclusive learning environment  are essential for the success of all students. During this session you will learn three concrete strategies to implement in your classroom and how they relate to the student-athlete perspective. The topics included are preparation, universal design of learning and communication.

Projected Outcomes:

• Participants will have a better understanding of the academic services unit at Mizzou.
• Participants will understand the importance of proactive preparation, Universal Design for Learning, and communication for all involved in teaching and learning.
• Participants will be able to relate this session to their coursework, and use it to evaluate their processes to help provide students better opportunities to be a part of a conducive learning environment.

Facilitated by Camille Duncan and Katy Johnson