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Lilly Conferences

University of Delaware Lilly Conferences Millennial Learning: Teaching in the 21st Century
April 16-17, 2009
Participant Take-Aways

At the Lilly Conferences, participants learn from research on teaching, best practice, engage in dialogue, and return to their campuses to share what they have learned. Here are some participant take-aways from past Lilly-East Conferences.

  • I found the wide diversity of session topics and approaches among presenters and participants very stimulating

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • Networking with people is still the best part of the Lilly conference. The camaraderie, access to educational experts and open atmosphere are refreshing!

  • It’s been a treat to have a couple of days just to think about how I can enhance student learning in my courses.

  • 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.

  • 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!

  • 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.

  • I left with concrete ways to better structure the science lab preparation time such that it will lead to deeper student learning.

  • I plan to conduct a seminar for faculty in my department to introduce them to interactive learning methods.

  • 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.

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