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I found
the wide diversity of session topics and approaches among presenters
and participants very stimulating
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I can
take back many concrete ideas to my department and share with
other graduate students who are interested in teaching. I want
to apply how I can restructure my teaching from traditional
lecturing to help enhance undergraduate learning.
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Talking
informally with colleagues in my discipline. I found it interesting
that I would often find people from my discipline at many of
the same sessions that I chose. While the sessions gave me many
interesting ideas, the conversations helped me process them
in relevant ways.
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I really
enjoyed the friendly, supportive, and collegial environment
that was created from the very beginning of the conference.
The organizers have a great attention to detail.
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I’ve
already started using new strategies I learned about group discussions
and continuous assessment. I told my students that I had gone
to this teaching conference and that they were now the first
“victims” of the new ideas I got there.
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I think
that prior to this conference, I was more inclined to lecture
for longer stretches of time than the students were probably
capable of really listening to. While always cognizant of the
fact that it’s important to take breaks after a certain
length of lecture time, this conference gave me strategies to
actually break up the teaching time to have less lecture and
incorporate more creative learning strategies. I especially
loved the session on the “Poetry Wall” – presented
by a management professor. In a nursing class, having a “poetry
wall” of poems about caring, birth and motherhood would
add an exciting dimension to the class I teach in obstetrical
nursing. It would encourage the students to think more about
the humanity aspects of what we do as nurses.
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I focused
on syllabus construction as a way to interrelate teaching objectives,
activities, and evaluation. My new graduate course will be developed
using what I’ve learned, and I’m reorganizing undergrad
courses to make connections more obvious to students.
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One
take-away that I plan to implement in my classes is on how to
encourage students to do the readings. I learned that it helps
to give an assignment from the readings every week-- this could
be a one page summary—and giving feedback and credit for
it encourages students to read. Such summaries lend themselves
to peer discussions in class and provide the instructor with
diagnostic feedback on students’ level of comprehension.
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Networking
with people is still the best part of the Lilly conference.
The camaraderie, access to educational experts and open atmosphere
are refreshing!
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It’s
been a treat to have a couple of days just to think about how
I can enhance student learning in my courses.
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It
was very inspiring to talk with other educators from many disciplines
who are passionate about high-quality teaching, student learning
and service in higher education.
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I am
taking away many new ideas and strategies that I am excited
about applying in my program. I was able to reflect on my students
and how they learn. A great group of instructors who are willing
to learn and share!
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I have
a much better understanding of various way to incorporate PBL
in my courses. By participating in PBL activities myself, I
gained a deeper understanding of what students may experience
in this setting.
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I left
with concrete ways to better structure the science lab preparation
time such that it will lead to deeper student learning.
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I plan
to conduct a seminar for faculty in my department to introduce
them to interactive learning methods.
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Barbara
Millis’ pre-conference session was amazing! I really appreciated
how she modeled concrete group-based learning activities and
involved us as students. I'm ready to start incorporating group
work in my teaching.
Millennial Learning: Teaching in the 21st Century