Our 2025 Plenary Presenters

Built to Last: The Flexible, Resilient Structures of Our Teaching

Christina Moore
Oakland University

Keywords: Capacity-Building, Flexibility, Resilience, Structure

Key Statement: Our teaching framework is defined by the strength of its essential structure and capacity to bend with everyday realities and weather occasional disruption.

Instructors along with students are teaching and learning in times of unprecedented disruptions that require increased flexibility. How do we help students persist toward their educational goals while being responsive to timely stresses? Amid all the buzz words for teaching practices that promise perfect adaptability, let’s consider how we, along with our students, can thrive based on the essential structure of your teaching and, within this structure, evaluate its capacity for flexibility and resilience.

Outcomes:

1. Define the essential structure of our teaching that must be maintained.
2. Evaluate the flexibility and resilience required to create durable teaching structures.
3. Identify teaching practices that build teaching and learning capacity.

Christina Moore, Ph.D. is the Associate Director of the Center for Excellence in Teaching and Learning at Oakland University, where she is also a lecturer of writing and rhetoric. Dr. Moore is the author of Mobile-Mindful Teaching and Learning (2023). Her work in online learning, UDL, and educational development has been published in Tech Trends, EDUCAUSE, and other journals and books. She is the editor and regular contributor to her center’s Weekly Teaching Tips Series (oakland.edu/teachingtips).

Engaging Theories of Learning for More Effective Teaching

Gregg Wentzell
Miami University

Keywords: Learning Theories, Mindset, Neuromyths

Key Statement: Making scientifically based theories of learning an intentional
focus of our teaching, while rejecting non-scientific beliefs and biases, leads to more effective and lasting learning.

An area of significant knowledge that can inform instruction is the research on how people learn. In this highly interactive plenary session we’ll look into two theories of learning, Information Processing and Mindset, and a group of non-scientific beliefs about learning, Neuromyths. We’ll review what the research says about these concepts, engage in activities to extend our learning together, and apply this new knowledge to generate effective ways to align and enhance our teaching goals and approaches. Along the way we will uncover and address some of our own biases and misconceptions about the science of learning. The aim is to make research-based theories of learning a more intentional part of how we teach so that students learn best. Come prepared to make some surprising discoveries that will transform your classroom!

Outcomes:
1. Explain two research-based theories of learning (and a group of unsupported theories).
2. Recognize how learning theories inform effective practices for student learning.
3. Apply what the research says to plan teaching approaches for your classes.

Aligning Generative AI & the Science of Learning

Todd Zakrajsek
University of North Carolina at Chapel Hill

Keywords: Generative AI; Learning Science; Deep Learning

Key Statement: GenAI, built on the foundation of cognitive and learning sciences, offers an exciting and transformative way for students to dive deeper into learning.

GenAI, built on the foundation of cognitive and learning sciences, offers an exciting and transformative way for students to dive deeper into learning. Through tools like personalized feedback, intelligent tutoring, and tailored content creation, AI can help students better engage with material, reflect more effectively, and master even the most complex concepts. Generative AI has the potential to significantly improve educational outcomes for a wide range of learners, whether they're in a traditional classroom or an online environment. This session will focus on practical ways to apply AI in education, explore common challenges, and share strategies for using AI to meet the diverse needs of today's students.

Outcomes:
1. Describe how three effective learning strategies can be enhanced through GenAI.
2. Apply AI-driven tools to design learning activities that improve reflection and mastery of complex concepts for diverse student populations.
3. Explain to students the potential pitfalls of relying on GenAI too much when mastering new content or learning processes such as writing.

Todd D. Zakrajsek PhD, is an Associate Research Professor in the School of Medicine at the University of North Carolina at Chapel Hill. He develops resources for faculty on teaching/learning, leadership, and publishing. Prior to joining the SOM he was a tenured associate professor of psychology and built faculty development efforts at three universities.

Todd has served on many educationally related boards and work groups during his four decades of teaching and faculty development. He has also consulted with organizations such as The American Council on Education (ACE), Lenovo Computer, Microsoft, and the Bill & Melinda Gates Foundation. For the past 20 years, Todd has directed Lilly Conferences on evidence-based teaching and learning and is the editor of The Scholarly Teacher, an online resource for faculty in higher education. Todd’s recent books include Classroom Assessment Techniques 3rd ed. (due out July, 2024, with Tom Angelo), Teaching at Its Best, 5th ed. (2023, with Linda Nilson); The New Science of Learning, 3rd ed, (2022); Teaching for Learning, 2nd ed. (2021, with Claire Major and Michael Harris); Advancing Online Teaching (2021, with Kevin Kelly); and Dynamic Lecturing (2017, with Christine Harrington).

Todd has given more than 300 campus workshops, conference presentations, and keynote addresses in 49 states, 12 countries, and 4 continents.