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Featured Speakers

Todd Zakrajsek, Ph.D.

Todd Zakrajsek, Ph.D., is the Associate Director of the Faculty Development Fellowship Program and an Associate Professor in the Department of Family Medicine at UNC-Chapel Hill. Dr. Zakrajsek is the immediate past Executive Director of the Center for Faculty Excellence at University of North Carolina at Chapel Hill. Prior to his work at UNC, he was the Inaugural Director of the Faculty Center for Innovative Teaching at Central Michigan University and the founding Director of the Center for Teaching and Learning at Southern Oregon University, where he also taught in the psychology department as a tenured associate professor. Dr. Zakrajsek currently directs four National Lilly Conferences on College and University Teaching and Learning and one International Teaching Conference. He also sits on two educationally related boards and several editorial boards for journals in the area of teaching and learning (e.g., Education Research Initiative for Lenovo Computer, Technology Enhanced Instruction for Microsoft, Journal of Excellence in College Teaching). Dr. Zakrajsek received his Ph.D. in Industrial/Organizational Psychology from Ohio University. Dr. Zakrajsek is an international speaker who is requested regularly for keynote presentations and campus workshops, having published and presented widely on the topic of effective teaching and student learning.

Teaching for Learning: Applying Current Research To Improve Learning for Your Students

A proliferation of research findings have emerged recently pertaining to teaching and student learning: flipped classrooms, neuroscience applications in university students, biological bases for effective learning, and strategies to move from lectures to active learning. Unfortunately, most faculty simply don't have time to keep up with the research articles and identify specifically how the findings pertain to actual students in actual classrooms. In this session, we will look at recent evidence that holds promise for improving student learning. We will focus specifically on concepts, strategies, and tips that can be easily implemented into just about any learning environment. By the end of this session, participants will: (1) have a better understanding of at least three key findings that apply to just about any learning situation; (2) recognize at least two commonly accepted practices that have limited support so these traps can be avoided; and (3) determine how to implement at least one new engaged learning strategy.

Michael SimonsonMichael Simonson is chair of the Instructional Design and Technology Department in the Fischler College of Education at Nova Southeastern University. He earned his Ph.D. from the University of Iowa in Instructional Systems. He was inducted to the United States Distance Learning Association Hall of Fame in 2016, was named into the Hall of Distinction for Fischler College Student Government, and was Professor of the Year for the Fischler College of Education in 13. Simonson has authored four major textbooks dealing with distance education, instructional technology, instructional computing, and instructional media. Mike has over 200 scholarly publications, and in excess of 250 professional presentations dealing with distance education and instructional technology, including the Encyclopaedia Britannica's definition of distance learning. He is editor of two academic journals, one yearly convention Proceedings, and also co-authors a book series. Mike teaches doctoral level courses, chairs dissertation committees, consults for various organizations, and has been an active grant writer. Simonson was honorably discharged as a Captain from the United States Marine Corps (R).

Research in the Health Professions: Beyond the Obvious

Best practices, ethics, access, discrimination, and 'Tele', - familiar words but also promising categories for research in the health professions. Health Science educators know about the need for research, but when we move beyond the obvious there may be much that is not apparent.

This presentation will identify specific trends, needs, and opportunities for teaching and learning research in the health professions. Trends are changing the way we provide instruction, thus best practice guidelines based on research are needed. Next, because there are many misconceptions about teaching and learning in the health professions there is a need for research to refocus what we do as educators. Finally, moving beyond the obvious into new areas is likely to produce opportunities for funding. This presentation will move from the obvious to provide practical suggestions for researchers - experienced and novice.

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