22nd Annual Lilly Conference on College Teaching

Celebrating 22 Years of Presenting The Scholarship of Teaching

Plenary Sessions

Mindfulness & Metacognition: Strategies for Encouraging Thoughtful Students

Thursday 7:30-8:45pm

Mindfulness is the conscious awareness of one's meaning making, openness to new ideas, and awareness of possible alternative perspectives on experience. Mindlessness is the routinization of cognition, where individuals no longer critically examine their experiences. Mindlessness, and the pursuit of mindfulness, may be remedied by the judicious use of metacognitive strategies. Metacognition refers to individuals’ ability to regulate and monitor their own cognition. These processes of regulation and monitoring include two broad categories, knowledge of cognition and regulation of cognition. Research on the use of metacognitive strategies has indicated that (a) strategy instruction positively affects student learning, (b) strategy instruction is beneficial to a wide spectrum of students, (c) strategy instruction that addresses multiple strategies is more effective than single strategy instruction, (d) strategy instruction that emphasizes conditional knowledge is particularly effective, and (e) strategy instruction that emphasizes the transferability of strategies is essential for the transfer of strategies to be effective.

PETER E. DOOLITTLE is in the Department of Teaching and Learning at Virginia Polytechnic Institute and State University in Blacksburg, Virginia. His vocational background includes 14 years teaching students from fourth grade through graduate school, in public schools and private schools, and across several subject areas, including mathematics, computer science, statistics, and educational psychology. He is the recipient of the Phi Delta Kappa Innovative Teacher Award and the Teacher-as-Researcher Award for his work in constructing interactive educational psychology Web sites. Currently, his professional focus involves synthesizing cognitivism, constructivism, and complexity theory within a framework that integrates educational theory into practice.

Greater Expectations for Teaching and Learning: Obligations Without Measure

Saturday 10:50am-12:00pm

This keynote presentation will address the following issues:

• the sense of higher education’s obligations to know our students more deeply and to our students for more effective teaching,
• the obligations of higher education to create greater connections between K-12 and higher education in terms of preparation and access,
• the obligations of higher education to the nation toward promoting greater citizenship both by our institutions and our graduates in terms of the continual making and remaking of American democracy and social justice seeking, and
• the obligations of higher education to promote more effective general and global education as well as deeper study of the disciplines and their use in the larger society.

LEE KNEFELKAMP is Professor of Higher & Postsecondary Education at Teacher’s College, Columbia University. She is the recipient of the Carnegie Foundation’s National Faculty Salute Award, the University of Maryland’s Distinguished Scholar-Teacher Award, and Macalester College’s Distinguished Citizen Award, and she has been the University of Michigan’s Martin Luther King, Cesar Chaves, & Rosa Parks Visiting Professor. She has been a Fellow with AAC&U, during which she served on panels for the American Commitments National Project and the Greater Expectations National Project. Her book and article publications include a recent introductory chapter to William Perry’s Forms of Intellectual and Ethical Development in the College Years, “Education for a World Lived in Common With Other” (with Carol G. Schneider), Training Manual for Working With the Measure of Intellectual Development (with Carole Widick; the most widely used instrument to measure student development along the Perry scheme), “Renewing the Community of Scholars: Student Development as a Source of Common Language,” “The Multicultural Curriculum and Communities of Peace,” and the book Applying New Developmental Findings. She is best known for her work in the area of intellectual development, having worked closely with William Perry for over 20 years and developed both the assessment method for his model of intellectual development and a pedagogical model (developmental instruction) based on the work (with Carole Widick).

Learning, Emotion and Potential Application to Teaching Practice

Sunday 10:30-11:15am

This presentation will start with some basics of neuroanatomy and neurophysiology needed to follow current findings in cognitive neuroscience. The importance of holistic interpretations of the body and mind, and the importance of emotion in the making of consciousness will also be explored. Empirical findings regarding learnng will be examined with an evolutionary perspective. Important and inspiring work from professional educators, such as Parker Palmer and Stephen Brookfield, will be discussed in the context of pedagogical research in cooperative learning.

LUZ P. MANGURIAN, Professor of Biology, is the Director of Faculty Development and the Institute for Applied Cognition and Teaching at Towson University. Mangurian’s research uses neuroanatomical methods to investigate the role of lactogenic hormones in controlling maternal behavior. Her publications include articles in neuroendocrinology, science pedagogy, and two Spanish-language textbooks on human anatomy. She teaches Human Anatomy and Physiology, Embryology, Molecular Mechanisms of Development, Biology of Women, and Using Information Effectively in Science. Mangurian gives cooperative learning workshops for faculty, directs two faculty learning communities at Towson, and serves on the editorial board of the Journal on Excellence in College Teaching.

College Teaching and Learning: Paradoxes Revealed

Friday 8:15-9:15pm

I intend to suggest that some of our beliefs and practices are in conflict with each other or with what we know from research. I shall ask participants to suggest research still needed, not only with respect to the paradoxes discussed but also with respect to other beliefs and practices.

WILBERT J. MCKEACHIE is Professor Emeritus of Psychology and former Director of the Center for Research on Learning and Teaching at the University of Michigan, where he has spent his entire professional career since taking his doctorate in 1949. His primary activities have been college teaching, research on college teaching, and training college teachers. He is Past President of the American Psychological Association; the American Association of Higher Education; the American Psychological Foundation; the Division of Educational, Instructional, and School Psychology of the International Association of Applied Psychology; and the Center for Social Gerontology. He is also Past Chairman of the Committee on Teaching, Research, and Publication of the American Association of University Professors, and of Division J (Psychology) of the American Association for the Advancement of Science. He has been a member of the National Institute of Mental Health Council, the Veteran’s Association Special Medical Advisory Group, and various other government advisory committees on mental health, behavioral and biological research, and graduate training. McKeachie has written a number of research articles and books, the best known of which is Teaching Tips, Strategies, Research and Theory for College and University Teachers (11th ed., 2002, Houghton Mifflin). Among other honors, he has received eight honorary degrees and the American Psychological Foundation Gold Medal for Lifetime Contributions to Psychology.