17th Annual CCTL Conference on Teaching and Learning
Tuesday, January 9, 2018
The 2018 CCTL Conference Theme is "Evidence-Based Teaching"
From small businesses to hospitals and international corporations, employers seek college graduates who can work together to solve real-world problems. Our goal as educators is to help students achieve success in higher education that will transition into success in their chosen careers. To accomplish this we need to rethink tools and develop ways to jump-start the learning process and engage students while guiding them through more effective ways to connect course content to real world issues.
Call for Proposals
Educators from across the United States and Canada who can contribute their experience and expertise with active and integrative learning within individual courses, curricula, or programs, and discuss how it is best encouraged and assessed, are invited to submit proposals for presentations, workshops, posters, roundtables, and panels. The conference is held on our beautiful campus in Lewiston, New York, near Niagara Falls.
We invite proposals for papers, workshops, posters, and roundtable discussions with a preference for the following themes:
- Student Engagement and Course/Curriculum Design/Redesign
- Evidence-Based Learning
- Innovative Pedagogical Approaches
- Mindfulness in the Classroom
- Academic Success
- Evaluation and Assessment
- Competency-Based Learning
- Online and Blended Teaching and Learning
- Technology and Emerging Learning Environments
- Promoting Creativity in the Classroom
Breakout Sessions: Two papers or two workshops will be presented in a 60-minute session, 30 minutes for each paper or workshop. Papers and/or workshops will be paired according to theme or topic. PC laptop, projector screen, and microphone will be made available for the presentation.
Poster Session: A one-hour poster session will coincide with roundtable discussions. Easels will be provided.
Roundtable Discussion: A one-hour roundtable session will coincide with poster presentations. Approved proposals will have their own table.
Abstracts for more than one presentation will be accepted as long as each abstract is submitted separately. More information about the details will be sent to presenters of selected sessions at a later date.
Only proposals submitted to cctl@Niagara.edu will be accepted. All proposals must abide by the following specifications:
- Names, positions, and e-mail addresses of all presenter(s). If more than one presenter is listed, then the first name that appears will be considered the primary presenter.
- Institutional affiliation
- Contact information of all presenter(s) listed on the proposal
- Title (not to exceed 15 words)
- Abstract (not to exceed 200 words)
- Preference for (A) paper or workshop for breakout sessions, (B) poster, or (C) roundtable. Indicate which type of proposal this abstract should be considered for. If the presenters are open to more than one format, list in order of preference.
- Audio-visual equipment needs other than those noted above.
Acknowledgment of received proposal will be via e-mail. Presenters must register for the conference. Questions regarding the submission process or conference can be directed to Kris Principe email@example.com, Paula Kot firstname.lastname@example.org or Robyn Goacher email@example.com.
- Submission Deadline: October 1, 2017
- Notification of Acceptance: November 15, 2017
- Registration Opens: October 1, 2017
- Registration Closes: January 2, 2018
- Conference: January 9, 2018
Dr. Todd Zakrajsek "Teaching for Brain-Based Learning: Evidence-based Strategies for Today’s Students"
There is a proliferation of misinformation pertaining to how students today learn and how best to teach. Given the complexity of the human brain, students themselves often do not fully understand their own cognitive processes, typically relying on implicit assumptions and trial-and-error to learn new material. The good news is that research provides clear evidence pertaining to what works best in the classroom with respect to human motivation and learning. This session is designed to provide you with evidence about how students learn, show you methods to get students more involved in the content, and demonstrate relevant applications from pedagogical research that can be used in just about any class.
About the Keynote Presenter:
Dr. Todd Zakrajsek is an Associate Professor in the Department of Family Medicine and Associate Director of the Faculty Development Fellowship at the University of North Carolina School of Medicine. Dr. Zakrajsek is also an Adjunct Associate Professor of Faculty Development in the College of Veterinary Medicine at North Carolina State University. He is the immediate past Executive Director of the Center for Faculty Excellence at University of North Carolina at Chapel Hill. Prior to his work at UNC, he was the Inaugural Director of the Faculty Center for Innovative Teaching at Central Michigan University and the founding Director of the Center for Teaching and Learning at Southern Oregon University, where he also taught in the psychology department as a tenured Associate Professor.
Dr. Zakrajsek has served on many boards, including: the Journal of Excellence in College Teaching; International Journal for the Scholarship of Teaching and Learning; Higher Education Teaching Learning Portal; Technology Enriched Instruction (Microsoft); and Communicating Science in K-12 (Harvard). He is also currently serving terms as an elected steering committee member for the both the Professional Organizational Developers Network and the National Academies Collaborative, and he is the co-editor of the Journal of Undergraduate Medical Education. He directs 5 national Lilly Conferences on College and University Teaching and Learning.
His current academic work and publications pertain to faculty development, effective instructional strategies, and student learning. His most recent publications include: Dynamic Lecturing: Research-based Strategies to Enhance Lecture Effectiveness (co-authored with Christine Harrington; Stylus Publishing, To be released June 2017); Teaching for Learning: 101 Intentionally Designed Education Activities to Put Students on the Path to Success (book co-authored with Claire Major and Michael Harris; Routledge, 2015); Developing a SOTL-Based Course (chapter in Using SoTL to Enhance your Academic Position: American Psychological Society: 2015); The New Science of Learning: How to Learn in Harmony with Your Brain (book co-authored with Terry Doyle; Stylus; 2013); Developing Learning in Faculty: Seeking Expert Assistance from Colleagues (chapter in New Directions in Higher Education; 2014); Essential Skills in Building and Sustaining a Faculty Development Center: Budget and Staff (Journal on Centers for Teaching and Learning; 2013); and Scholarly Teaching: Suggestions for a Road More Traveled (International Journal for the Scholarship of Teaching and Learning (2013). He also recently co-edited a special volume of the Journal of Excellence on College Teaching, “Teaching for Brain-Based Learning.” He has been a visiting professor and delivered keynote addresses at over 200 campuses and teaching conferences.
He earned a bachelor degree in psychology from Lake Superior State University and a master and doctoral degree from Ohio University in industrial/organizational psychology.
Conference Schedule at a Glance for Tuesday, January 9, 2018
Schedule subject to change
|8 a.m.||Registration Opens; Breakfast||St. Vincent's Hall: 4th floor lobby|
|8:45 a.m||Opening Remarks||St. Vincent's Hall: 4th floor amphitheatre|
|9 a m||Morning Keynote Session||St. Vincent's Hall: 4th floor amphitheatre|
|10:15 a m.||Morning Breakout Sessions Begin||St. Vincent's Hall: 3rd floor|
|1 p.m.||Posters and Roundtables||TBA|
|2:15 p.m.||Afternoon Breakout Sessions Begin||St. Vincent's Hall: 3rd floor|
|4:15 p.m.||Afternoon Keynote Session||St. Vincent's Hall: 4th floor amphitheatre|
|5 p.m.||Conference Closes|