College and University Teaching and Learning: Videos

Stephen Bloch-Schulman (Elon University), Susan Conkling (Boston University), Sherry Linkon (Georgetown University), Karen Manarin (Mount Royal University), and Kathleen Perkins (Columbia College - Chicago) examine how A&H methodologies uncover new meaning or tell a fuller SoTL story.

Dan Bernstein (University of Kansas), Mary Taylor Huber (Carnegie Foundation for the Advancement of Teaching), Pat Hutchngs (Gonzaga University), Gary Poole (University of British Columbia), and Joanna Renc-Roe (Central European University, Budapest) discuss the history of the scholarship of teaching and learning.

Presented by the International Society for the Scholarship of Teaching and Learning (ISSOTL) & The Center for Engaged Learning at Elon University. Scholarship of Teaching and Learning (SoTL) Scholars Dan Bernstein, Mary Taylor Huber, Pat Hutchings, and Gary Poole compare Scholarly Teaching and the Scholarship of Teaching and Learning.

From TedTalks. Shelley Wright is a teacher/education blogger living in Moose Jaw, Saskatchewan. She serves as the high school learning consultant for Prairie South Schools. She is working on a PhD in Curriculum & Instruction, with a focus on mobile technology & literacy in the developing world.

How do we put technology where it belongs, while keeping what is best about the traditional teacher-student relationship? In an era in which both children and adults can learn from a game or an online course, what does it mean to be a student or an instructor at a four-year residential university? How should teachers use face-to-face classroom time, if students can learn some things better online? And how can technology help a university have an even greater impact on a global community of learners?

Research demonstrates the importance of student engagement in learning. Faculty and colleges encourage that in diverse ways, including everything from undergraduate research to writing-intensive and community-based courses. What happens when we go further, inviting students to join us in pedagogical planning and in research into how undergraduates learn?

Charles Dziuban (Director of the Research Initiative for Teaching Effectiveness at the University of Central Florida) ​presents outcomes from twenty years of research on the concept of learning analytics through an effective teaching and learning perspective. He compares student success rates in varying course modalities in addition to student preference for different instructional formats.