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FTTC

 

FTTC 2019 Keynote 

Executive Director Peter Felten, Elon University, North Carolina

 

Peter Felten is executive director of the Center for Engaged Learning, assistant provost for teaching and learning, and professor of history at Elon University. He works with colleagues on institution-wide teaching and learning initiatives, and on the scholarship of teaching and learning. As a teacher and mentor, he regularly writes and presents with Elon undergraduates, and he works with Elon College and Honors Fellows on their research. As a scholar, he is particularly interested in learning and teaching, individual and institutional change, and student experiences and agency in higher education. His books include the co-authored volumes: The Undergraduate Experience: Focusing Institutions on What Matters Most (Jossey-Bass, 2016); Transforming Students: Fulfilling the Promise of Higher Education(Johns Hopkins University Press, 2014); Engaging Students as Partners in Learning and Teaching(Jossey-Bass, 2014); Transformative Conversations (Jossey-Bass, 2013); and the co-edited book Intersectionality in Action (Stylus, 2016). He has served as president of the International Society for the Scholarship of Teaching and Learning (2016-17) and also of the POD Network (2010-2011), the U.S. professional society for educational developers. He is co-editor of the International Journal for Academic Development and a fellow of the John N. Gardner Institute for Excellence in Undergraduate Education.

Read more about Peter Felten.

 

Past Keynotes



Keynote Session: Teaching for Critical Thinking: What Students Say Helps them 'Get' Critical Thinking

Dr. Stephen D. Brookfield, University of St. Thomas in Minneapolis, Minnesota

 

Dr. Stephen D. Brookfield is the John Ireland Endowed Chair at the University of St. Thomas in Minneapolis, Minnesota. He currently serves on the editorial boards of educational journals in Britain, Canada and Australia, as well as in the United States. During 2002, he was a Visiting Professor at Harvard University. In 2003, he was awarded an honorary doctor of letters degree from Concordia University (St. Paul). After 10 years as a Professor of Higher and Adult Education at Columbia University in New York, he now holds the John Ireland Endowed Chair at the University of St. Thomas in Minneapolis-St. Paul, Minnesota where he recently won the university's Diversity Leadership Teaching & Research Award and also the John Ireland Presidential Award for Outstanding Achievement as a Teacher/Scholar.

In 2008 he also received the Morris T. Keeton Award of the Council for Adult and Experiential Learning for his outstanding contributions to adult and experiential learning. In 2009 he was inducted into the international Adult Education Hall of Fame and in 2010 he received an honorary doctor of letters degree from Muhlenberg College. In 2008 he was awarded the Morris T. Keeton Award of the Council for Adult and Experiential Learning for "significant contributions to the field of adult and experiential learning." He was also awarded the Coin of Excellence from the General Army Staff Command College.

He is an author of Teaching Race: How to Help Students Unmask and Challenge Racism, Becoming a Critically Reflective Teacher, The Discussion Book: 50 Great Ways to Get People Talking.

Read more about Dr. Stephen D. Brookfield.

Katie Linder

Dr. Katie Linder, eCampus Research Unit, Oregon State University

 

Dr. Katie Linder is a director at eCampus Research Unit, Oregon State University, an avid writer and researcher with a passion for process and peeking behind the scenes at what it takes to be a successful academic. Currently, she hosts two weekly solo podcasts ( You’ve Got This and The Anatomy of a Book), a weekly interview-based podcast ( Research in Action), and writes a weekly essay series. Her most recent book is The Blended Course Design Workbook: A Practical Guide. Katie is also the director of the Oregon State University Ecampus Research Unit and an associate editor for the International Journal for Academic Development.


Plenary Address: Helping Students Learn in an Age of Digital Distraction

Therese

Dr. Therese Huston, Center for Excellence in Teaching and Learning, Seattle University

 

Therese Huston, Ph.D. is a cognitive scientist at Seattle University, and the New York Times calls her new book, How Women Decide (Houghton Mifflin Harcourt, 2016), “required reading on Wall Street.” Therese received her BA from Carleton College and her MS and PhD in Cognitive Psychology from Carnegie Mellon University, and she founded the Center for Excellence in Teaching and Learning at Seattle University. Her first book, Teaching What You Don't Know, was published by Harvard University Press. She’s also written for the New York Times and Harvard Business Review and recently gave her first TEDx talk on what smart groups have in common.


Derek

Derek Bruff, Vanderbilt University Center for Teaching

 

Derek Bruff is director of the Vanderbilt University Center for Teaching and a senior lecturer in the Vanderbilt Department of Mathematics. As director, he oversees the Center’s programming and offerings for faculty and graduate students, helping them develop foundational teaching skills and explore new ideas in teaching and learning. He also consults regularly with campus leaders about pedagogical issues, seeking to foster a university culture that supports effective teaching.

Bruff served on the board of directors of the Professional and Organizational Development (POD) Network from 2010 to 2013, and currently serves as co-PI on a three-year, $750,000 National Science Foundation grant supporting the creation of two MOOCs (massive open online courses) on evidence-based teaching practices for future STEM faculty.

Bruff’s research interests include educational technology, visual thinking, and social pedagogies. He blogs on these topics at derekbruff.org, and his book, Teaching with Classroom Response Systems: Creating Active Learning Environments, was published by Jossey-Bass in 2009. Bruff has taught at Harvard University and has a PhD in mathematics from Vanderbilt University.


Plenary Address: Class Time Reconsidered

How can we make the most of the relatively limited time we have with our students during class? That is the central and very useful question at the heart of the flipped classroom, an idea that has caught the attention of higher education like few others. Answering this question requires attention to what we ask of students both during and outside of class time. In this talk, we’ll unpack the idea of the flipped classroom and explore learning principles and teaching practices that can help us make more intentional and effective use of class time—and engage our students in deeper learning.