Hosted by the Center for Teaching and Learning, the Inquiring Pedagogies (iPED) Regional Teaching Conference is a professional development opportunity for faculty, staff, and administrators from Marshall University and all regionally accredited Colleges and Universities. Each year, the iPED conference offers sessions based on a central theme chosen by conference organizers. Registrants participate in interactive presentations, panel presentations, roundtable discussions, workshops, and clinics which are developed around the conference theme.
History of iPED: The conference began in 2009 as a Fall Teaching Conference, with sessions led by Marshall faculty for Marshall faculty. The conference was the annual centerpiece of the university’s efforts to provide high quality undergraduate and graduate instruction. In 2020, iPED became a regional conference, inviting regionally accredited Colleges and Universities to be both presenters and attendees. Additionally, the conference was moved to the end of the spring semester, taking place the Wednesday after Marshall’s final exam week.
2024 IPED REGIONAL TEACHING CONFERENCE
Transforming Teaching and Learning through Innovation
Wednesday, May 1, 2024
CALL FOR PROPOSALS NOW OPEN!
Deadline: Friday, March 8, 2024 (See information below for submitting proposals.)
“The real problem of humanity is the following: we have Paleolithic emotions, medieval institutions, and god-like technology.”
E.O Wilson, debate at the Harvard Museum of Natural History, September 9, 2009
In the U.S., we tend to associate “innovation” with only the last part of E.O Wilson’s quote. While universities are sometimes associated with innovation through research, their medieval roots and traditions mean that the “move fast and break things” philosophy of Mark Zuckerberg doesn’t always translate as quickly.
“Innovation” in teaching and learning can certainly come from incorporating “god-like technology” (and medieval institutions ignore this at their peril), but it can also draw from its more medieval traditions: purposely moving more slowly and rigorously, pausing to ask deeper, more profound questions, carefully investigating hidden ramifications and unintended consequences.
This conference is a professional development opportunity for faculty from Marshall University and surrounding colleges and universities. The theme invites faculty, staff, and administrators from Marshall University and all regionally accredited Colleges and Universities to think deeply about transformative pedagogical best practices within diverse teaching environments.
We thus welcome proposals that highlight the following themes:
- Innovative Use of Technology-Enhanced Learning (especially generative AI): Exploration of the use, and possible abuse, of technologies to enhance teaching and learning, especially how tech can be used to create engaging and interactive learning experiences.
- Innovative Pedagogies: Exploration of newer pedagogies (e.g., project-based learning, experiential learning, and blended learning) but also the reexamination and reinvigoration of more traditional pedagogical methods (e.g., lectures, in-class exams).
- Innovative Assessment and Feedback: Exploration of methods of assessment and feedback, old and new, particularly those that demonstrate how assessment and feedback can be used to enhance student learning and engagement.
Other topics of interest include, but are not limited to:
- Classroom practices, projects, and/or initiatives informed by best practices (face-to-face, virtual, online, and HyFlex)
- Transformative classroom structures, projects, and/or initiatives (face-to-face, virtual, online, and HyFlex) that allow for flexibility and innovation in teaching and learning
- Ways to transform the campus community that inspire openness and feelings of belonging
- High-impact practices that support reflection, growth mindset, and/or flexibility
- Tools, apps, or other resources that create opportunities to transform learning
- Tools, apps, or other resources that support best practices in teaching
- Approaches to identifying and mitigating non-academic barriers that inhibit growth (such as gaps in technology related to access or knowledge)
- Ways to examine and assess the opportunities to increase access through course formats (face-to-face, virtual, HyFlex, and online)
- Impact of curricular and co-curricular community engagement opportunities on openness and flexibility
Session Formats and Proposal Submission Types
- Interactive Presentation: 75 minutes; one or more facilitators; audience interaction, author selected co-facilitators
- Panel Presentation: 75 minutes; three co-panelists for approximately 20 minutes each with Q&A (panels arranged by conference organizers based on topic)
- Workshop/Tutorial: 2 hours; one or more facilitators; participants work on some element of their own teaching practice (e.g., syllabus development, high-impact practices)
- Teaching Clinic: 30-minute time slots for demonstrations of particularly fruitful teaching practices and brief discussion; single facilitator
- Facilitated Roundtable Discussion: 30-minute time slots for open discussions of initiatives either inside the classroom or at the Institutional level; one or more facilitators; audience participation expected
- Traditional: Face-to-face with an audience (session may be recorded and posted for viewing after the conference)
- HyFlex: Face-to-face with some audience members, others join virtually via Microsoft Teams; live recording posted after the conference
- Virtual: Live audience on Microsoft Teams (session may be recorded and posted for viewing after the conference)
- Simulive: Pre-recorded presentation posted ahead of the conference; Live Q & A occurs virtually on Microsoft Teams while your recording is being played during a presentation slot
- Recorded: Fully pre-recorded presentation with no live elements
Submit a proposal by using the link below. Please complete the submission form by 5:00 p.m. on March 8, 2024.