Dr. Mays Imad, Pima Community College
Mays Imad is a neuroscientist and professor of pathophysiology and biomedical ethics at Pima Community College, the founding coordinator of the Teaching and Learning Center, and a Gardner Institute Fellow. Dr. Imad’s current research focuses on stress, self-awareness, advocacy, and classroom community, and how these relate to cognition, metacognition, and, ultimately, student learning and success. Through her teaching and research, she seeks to provide her students with transformative opportunities that are grounded in the aesthetics of learning, truth-seeking, justice, and self-realization.
Mays Imad draws on her research on stress, self-awareness, advocacy and classroom community in relation to cognition, metacognition, and ultimately student learning and success.
Khalil Gibran Mohammad, Harvard Kennedy School
Dr. Khalil Gibran Muhammad, Professor of History, Race and Public Policy at Harvard Kennedy School and the Suzanne Young Murray Professor of the Radcliffe Institute for Advanced Studies.
This lecture considers the long history of freedom struggles among African Americans to achieve a multiracial democracy in search of meaningful patterns about what might come next. In light of the dramatic events of the past twelve years, with the historic election of the first Black president followed by Donald Trump, one of the most anti-democratic and pro-white supremacist Presidents since the end of slavery, what lessons should we draw from US history in consideration of the way forward as a nation.
Dr. James Lang, Assumption University
James M. Lang is a Professor of English and the Director of the D’Amour Center for Teaching Excellence at Assumption University in Worcester, MA. He is the author of five books, the most recent of which are Distracted: Why Students Can’t Focus and What You Can Do About It (Basic Books, 2020), Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016) and Cheating Lessons: Learning from Academic Dishonesty (Harvard University Press, 2013), and On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard UP, 2008).
Faculty concerns about distracted students have intensified as we have all shifted online, but our real focus should be on how we help students achieve attention. This presentation draws upon scholarship from history, neuroscience, and education in order to argue that distractions are endemic to the human condition, and can’t be walled out of the physical classroom or online course. Instead, we should focus on creating educational experiences that cultivate and sustain attention. Participants will learn about a variety of potential pathways to developing such experiences for their students.
When students engage in academically dishonest behaviors, they may be responding to subtle pressures in the learning environment that interfere with deep learning and nudge them toward cheating. Hence if we can gain a better understanding of the reasons for academically dishonest behavior, we can use that knowledge to improve our course design, teaching practices, and communication with students. This session will provide an overview of the various pressures that push student toward academic dishonesty, propose solutions for helping students learn how to do their work with integrity, and invite discussion about how to build a campus culture of academic integrity.
Dr. Lisa Hanasano, Bowling Green State University
Dr. Lisa K. Hanasono (Ph.D., Purdue University), is an associate professor of communication studies at Bowling Green State University (BGSU). As a communication scholar, her research program focuses primarily on issues related to diversity, equity, and inclusion.
Last spring, the global pandemic forced many universities and colleges to abruptly close their campuses and pivot to remote learning. Since then, faculty have worked tirelessly to adapt, innovate, and evolve their teaching practices to support their students’ success and build inclusive learning spaces. Guided by recent research and best practices, Dr. Lisa Hanasono will present a collection of transformational teaching practices that will help faculty spring forward into the new semester, promote inclusive excellence, and support students’ success.
Are you interested in designing more inclusive classroom activities
and assignments? In this interactive workshop, Dr. Hanasono will provide a set of
practical principles, tips, and strategies for creating more inclusive activities and
assignments. In addition to receiving several sample activities and assignments,
you will have an opportunity to develop or adapt an activity or assignment that
could be useful in your own courses.
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