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Designing Courses for Effective Student Learning
Faculty and Instructors Institute

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Do any of these circumstances seem familiar to you?

If so, or if you are interested in learning more about what research in cognition, teaching, and learning implies for college instruction and picking up fresh ideas through conversations with colleagues, then please consider signing up for “Designing Courses for Effective Student Learning”

When:

Thursday and Friday, May 16-17, 2013, 8:30 to 3:30 both days

Where: Registrants will be contacted with location on UNM main campus

Goal: To combine presentation, discussion, and activity to engage UNM classroom instructors to design learner-centered courses that align outcomes and assignments while adopting a variety of demonstrated teaching and assessment methods that are consistent with diverse learning styles of students. Participants will frame fresh answers to these questions:

Who should come? All UNM instructors are welcome including tenured and tenure-stream faculty, lecturers, adjunct and visiting faculty, part-time instructors, graduate teaching assistants. Instructors of large-enrollment courses are particularly encouraged to attend because instructional changes in these courses have the potential to produce the most positive changes in learning outcomes and student persistence. 
Enrollment is limited to 25 people. All participants will receive copies of "How Learning Works: Seven Research Based Principles for Smart Teaching" by Susan Ambrose and others.

Please complete the online reservation form if you wish to attend.

Click here to register for the May 16-17, 2013 Institute

How much does it cost ?  Nothing for UNM instructors!

Why?  Educational-methods and cognitive-psychology research shows that instructor lecturing is less effective for most students than are learner-centered, active-learning approaches with aligned formative and summative assessments. Adoption of educationally effective learning-engagement practices leads to improvement of desired outcomes for all students, but research shows that historically underserved students benefit the most. Openness to rethinking instructional design has potentially large benefits for UNM’s richly diverse student population.