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dc.contributor.authorFriberg, Jennifer
dc.contributor.authorFriberg, Jennifer
dc.date.accessioned2019-11-14T15:49:58Z
dc.date.available2019-11-14T15:49:58Z
dc.identifier.urihttp://hdl.handle.net/20.500.12419/143
dc.descriptionPresentation. 3rd Celebration of Teaching & Learning Symposium, February 6, 2019, the University of Southern Indiana
dc.description.abstractKeynote Description: University instructors approach course design in unique and personal ways, often reflective of their own experiences, preferences, and perspectives. Despite the array of approaches instructors might use during a semester to teach, explore, or assess content, what IS uniform across course design efforts is the desire to advance students thinking and learning. While some course instructors look to design meaningful learning experiences through instinct and past training, others turn towards evidence to inform their pedagogical choices. Others engage as scholars to study learning in their classroom settings. This keynote will explore good teaching, scholarly teaching, and the scholarship of teaching and learning to explain a continuum of teaching and learning in university classrooms. Resources will be provided to support evidence-based approaches to teaching and the systematic study/reflection of teaching and learning.
dc.titleGood Teachers, Scholarly Teachers, and Scholars of Teaching and Learning
html.description.abstract<p>Keynote Description:<p> <p>University instructors approach course design in unique and personal ways, often reflective of their own experiences, preferences, and perspectives. Despite the array of approaches instructors might use during a semester to teach, explore, or assess content, what IS uniform across course design efforts is the desire to advance students thinking and learning. While some course instructors look to design meaningful learning experiences through instinct and past training, others turn towards evidence to inform their pedagogical choices. Others engage as scholars to study learning in their classroom settings. This keynote will explore good teaching, scholarly teaching, and the scholarship of teaching and learning to explain a continuum of teaching and learning in university classrooms. Resources will be provided to support evidence-based approaches to teaching and the systematic study/reflection of teaching and learning. </p>
dc.contributor.affiliationIllinois State University


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