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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.