This year, the Faculty Center for Professional Excellence (FCPE) is proud to announce Adelphi University’s very first unconference which will take place on April 8, 2016. This highly informal conference will be driven by topics that are selected and facilitated by faculty.
What is an unconference? An unconference seeks to loosen up the structures of the traditional conference format to create more space for peer-to-peer knowledge exchange and creation, collaboration and creativity. Sessions are structured around discussion, interaction, learning and shared problem-solving rather than formal presentations. Sometimes the topics are even generated on-the-spot, on the day of the conference.
This year’s theme is Inclusive Leadership in the Classroom and Across the University. Inclusive leadership typically refers to providing students with greater access to learning resources, but in an international context, it can be an approach to supporting diversity among all learners (Kugelmass, 2003). For example, you may want to consider how you cultivate an environment of inclusive leadership in your classroom through relationship building, knowledge creation, student diversity, accessibility, research projects, fieldwork, Capstone experiences, etc.
This session will focus on the role of race, gender and class and how they shape our teaching practices. We’ll also explore how diverse teaching strategies inform how we interact with students.
Led by Jacqueline Olvera, Department of Sociology and Susan Lambert, FCPE.
Utilizing a social network called Sharedroots.net (developed by one of our own faculty), this session will explore how students can leverage social networks to inform their research, writing and multimedia production. Students can use this site to research their ancestor and the era in which they lived and then reflect on their own lives and experiences.
Led by Terrence Ross, Department of Communications.
One goal of gamification is to provide alternate forms of feedback for students in order to guide and motivate their learning. This can be designed along different models aimed at encouraging positive learning traits, such as leadership, collaboration, and community building. Based on the research conducted for their HIPS grant, these faculty will share their different approaches to gamification, preliminary results, and reflect on the benefits and challenges to using gamification to improve engagement and motivate student learning.
Led by Aaron Hung, Ruth S. Ammon School of Education; Diane Dembicki, College of Nursing and Public Health; Emilia Zarco, Ruth S. Ammon School of Education; Monica Yang, Robert B. Willumstad School of Business; and Mitchell Kase, FCPE.
This session will explore flipped classroom teaching models and how peer group exercises can be used to improve student learning. Student-led discussion techniques will be discussed as well as assessment results from a Biology course.
Led by Eugenia Villa-Cuesta, Department of Biology.
Share and reflect on your own blended teaching experiences in this highly interactive session. This session will be led by a faculty member with several years of blended teaching experience and will offer advice for those who are new to blended or online teaching or who are seeking to apply these practices to their own teaching.
Led by Jacqueline Brandwein, College of Nursing and Public Health.
Intergroup dialogue (IGD) is a nationally recognized evidence based model of dialogue that began at the University of Michigan and has expanded to other colleges and universities, K-12 schools and communities across the United States and abroad. The skills of dialogue include developing a critical awareness of social identities, understanding one’s connections to power, privilege and oppression, and developing interpersonal communication skills such as active listening, asking questions, and providing feedback. In this session, participants will be introduced to the model of Intergroup Dialogue and will have an opportunity to identify other ways in which they engage both content and process in the classroom.
Led by Rani Varghese, School of Social Work and Todd Vanidestine, School of Social Work.
Creative Thinking as a Learning Goal: why don’t we have it? We have at least three Learning Goals that cannot be assessed through Capstones, the current and required modality, including Artistic Understanding and Practice (AU&P). In this session, participants will explore how creative thinking can be used as a way to assess Capstones and other activities that help foster and promote our future student leaders.
Led by Brian Rose, Department of Theatre, College of Arts and Sciences.
This discussion session will explore how faculty members can respond to the needs of international students, especially those who speak English as their second language. Join us to share curricular, pedagogical, and advising practices which can contribute to the retention and success of international students. We look forward to engaging in a discussion with you about the following questions: What are the challenges and opportunities in integrating international students into American university classrooms? How have you adapted your instructional methods to better meet the needs and interests of international students? What support systems help international students thrive in a university setting?
Led by Daryl Gordon, Ruth S. Ammon School of Education.
Below is the format for the unconference (there will be a total of nine sessions):
|9:15-9:30 a.m.||Meet & Greet|
|9:30-9:50 a.m.||Welcome from the Director|
|10:00-10:50 a.m.||3 Faculty Led Sessions|
|11:00-11:50 a.m.||3 Faculty Led Sessions|
|1:00-1:50 p.m.||3 Faculty Led Sessions|
|2:00-2:15 p.m.||Closing Remarks from the Director|
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Thank you for your participation and we look forward to seeing you on April 8, 2016!