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Scholarship Of Teaching And Learning (Sotl) Academy Conference 2021 Agenda, Bowling Green State University

Scholarship of Teaching and Learning (SoTL) Academy Conference

No abstract provided.

Remote Team Based Learning (Tbl) In The Covid Educational Landscape - Doing It From Scratch, Kathryn Eisenmann

Scholarship of Teaching and Learning (SoTL) Academy Conference

Presentation describes the development of a remote TBL platform using existing software for the University of Toledo College of Medicine.

Participatory Curriculum Design: Letting Students Take The Lead, Jerry C. Schnepp

Scholarship of Teaching and Learning (SoTL) Academy Conference

Educators continually strive to increase student engagement and deep learning in their classrooms. This pursuit has led to a proliferation of evidence-based pedagogy shared widely in conferences, journals, books, and professional organizations that focus on the scholarship of teaching and learning (SOTL). Still, implementing consistently effective and engaging learning experiences remains elusive to many teachers. Educators tend to experiment with different approaches. They adopt those that are effective and discard the ones that are not. While this is a reasonable approach, it often fails to leverage an immensely valuable resource: students.

Participatory curriculum design (PCD) provides students the opportunity to …

Setting Faculty Up For Success: Unlocking And Using Resources To Support Faculty Development And Career Advancement, Lisa Hanasono

Scholarship of Teaching and Learning (SoTL) Academy Conference

No abstract provided.

Student Academic Conversations: Benefits, Tools, And Strategies, Katie Perkins, Benjamin Cramer

Scholarship of Teaching and Learning (SoTL) Academy Conference

Teaching Practice: This presentation focuses on the improvment of student participation by increasing student academic conversations through the use of several instructional tools and strategies. Presenters share their personal experiences, benefits, and how to effectively implement guided student academic conversations in both virtual and in-person settings.

Changes In Metacognitive & Self-Regulatory Strategies Of Undergraduate Students During The Covid-19 Pandemic, Julia M. Matuga, Margaret Zoller Booth, Audrey C. Roberts, Chloe J. Koscheva

Scholarship of Teaching and Learning (SoTL) Academy Conference

The attached presentation reports on initial findings from research conducted in the fall 2020 to investigate the influence of imposed online or blended learning on undergraduate students' metacognitive and self-regulatory skills. It compares student responses to questions which ask their opinion about their study strategies currently (fall 2020) in comparison to spring 2020 when the pandemic began and initiated imposed online learning. The study's strategies included their ability regarding: preparations/forethought with their academic work (e.g. setting goals); with their performance in applying self-regulatory skills; and their evaluation of their own strategies. Results generally found that students declined in forethought (goal …