15th Annual Faculty Conference on Teaching Excellence

January 10, 2017 - 8:15am
Howard Gittis Student Center, 200


This year's regional conference will feature plenary speaker Dr. Saundra Yancy McGuire, Director Emerita of the Center for Academic Success at Louisiana State University in Baton Rouge, Louisiana where she formerly held the positions of Assistant Vice Chancellor and Professor of Chemistry.  Dr. McGuire has written extensively on metacognition and growth mindset, including her most recent book, Teach Students How to Learn.
In addition to our plenary and poster sessions featuring submissions from faculty around the region, breakout sessions on related topics, facilitated by Temple University's Provost's Teaching Academy faculty, will focus on concepts from Dr. McGuire's book.

Registration is Open

If you would like to receive information about this conference send us an email at cat@temple.edu.
Featured Plenary Speaker

This year's conference will feature Dr. Saundra Yancy McGuire is the Director Emerita of the Center for Academic Success at Louisiana State University in Baton Rouge, Louisiana where she formerly held the positions of Assistant Vice Chancellor and Professor of Chemistry. Prior to joining LSU in August 1999, she spent eleven years at Cornell University, where she received the coveted Clark Distinguished Teaching Award. Dr. McGuire has been teaching chemistry, working in the area of learning and teaching support, and mentoring students for over 45 years. She has delivered keynote addresses or presented workshops at over 250 institutions in 43 states and eight countries. Additionally, she has published her work in The Journal of Chemical Education, American Scientist, Science, and New Directions for Teaching and Learning. Her latest book, Teach Students How to Learn was released by Stylus Publications in October 2015.

She has received numerous awards for her work in improving student learning and mentoring students, the most recent of which is the 2017 American Chemical Society (ACS) Award for Encouraging Disadvantaged Students into Careers in the Chemical Sciences. In 2015 she received the American Association for the Advancement of Science (AAAS) Lifetime Mentor Award, and in 2014 she received the Lifetime Achievement Award from the National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE). In 2011 she was elected a Fellow of AAAS, and in 2010 she was elected an ACS Fellow. In November 2007 the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring was presented to her in a White House Oval Office Ceremony.

Dr. McGuire received her B.S. degree, magna cum laude, from Southern University in Baton Rouge, LA. She earned her Master’s degree from Cornell University and her Ph.D. from the University of Tennessee at Knoxville, where she received the Chancellor’s Citation for Exceptional Professional Promise. She is married to Dr. Stephen C. McGuire, a professor of physics at Southern University. They are the parents of Dr. Carla McGuire Davis and Dr. Stephanie McGuire, and the doting grandparents of Joshua, Ruth, Daniel, and Joseph Davis.


Registration and Continental Breakfast
(Lobby and 200C)

Please check-in with us upon arrival. Registration tables
will be located in the lobby area before you enter the
conference room.


General Session: Welcome (200C)

Joanne Epps,
Executive Vice President & Provost


General Session: Plenary Speaker, Teach Students
How to Learn: Metacognition is the Key!

Dr. Saundra Yancy McGuire (200C)

Twenty-first Century students come to college with
widely varying academic skills, approaches to
learning, and motivation levels.  Faculty often
lament that students are focused on achieving high
grades, but are not willing to invest much time or
effort in learning.  This session will focus on the
importance of helping students acquire simple, but
effective learning strategies based on cognitive science
principles.  We will engage in interactive reflection
activities that will allow attendees to experience
strategies that significantly improve learning while
transforming student attitudes about the meaning
of learning. 



Breakout Sessions (217A-D, 220, 223)

Sessions led by members of Temple's Provost's
Teaching Academy will focus on teaching strategies
that support student success.

Lunch (200B, C)

Lunch and small group discussion at roundtables.


Poster Session on Teaching Excellence (200A)

Posters on best teaching practices feature submissions
from faculty around the region.

Breakout Sessions (217A-D, 220, 223)

Sessions led by members of Temple's Provost's Teaching
Academy will focus on teaching strategies that support
student success.

General Session: Wrap Up (200C)

Poster winner and raffle announcements.


Call for Proposals & Submission Details
The Temple University Center for the Advancement of Teaching invites faculty from both Temple University and from neighboring universities to submit proposals for poster sessions to be presented at the 15th Annual Faculty Conference on Teaching Excellence.  
Posters are visual presentations displayed on tables and bulletin boards. Presenters stand next to their displays to explain content and answer questions. 
Poster sessions will present effective and innovative teaching practices or projects in any discipline. Each proposal should be grounded in the research on teaching and learning.
Your proposal must include:

Submit a Poster Proposal

The deadline for poster proposals is October 24, 2016.
Getting to Temple's Campus and Howard Gittis Student Center

Howard Gittis Student Center (South Entrance) is located on Temple's main campus, 13th Street between Montgomery Avenue and Cecil B. Moore Avenue.

View Campus Map

Arrive at Temple by car or public transportation

By car: Enter 1801 N. Broad Street, Philadelphia, PA 19122 into your GPS or Google Maps as your destination. This will take you to the Liacouras garage, Temple's primary visitor lot. From Liacouras garage, walk east on Montgomery Avenue to 13th street and turn right. Other parking lot options are listed below.

Visitor parking lots include Areas #1, #10, Towers Parking Lot and Liacouras Garage ($15.00/day). There is a discounted lot located on Cecil B. Moore Avenue between 11th and 12th Streets ($6-8/day).

Please download the Campus Map with parking locations. For more information about parking at Temple, including operating hours for each lot, handicap parking areas, and street parking areas to avoid, visit the TU Parking Services website.

Regional Rail: Temple University has its own stop on Septa regional rail. Find out which line is best for you at Septa.org. From the Temple University train station, exit the platform via the Berks Street stairs. At the bottom of the stairs turn right (West) onto Berks Street which will become Polett Walk, walk under the underpass between Anderson and Gladfelter Hall, pass the Bell Tower and Paley library, and turn left onto 13th Street. Walk south toward Montgomery Avenue. Cross Montgomery and enter the Howard Gittis Student Center through the south entrance (not the entrance on the corner, but the second entrance, located between Montgomery Ave. and Cecil B. Moore Ave.).

Subway: Take the Broad Street Line to Cecil B. Moore. Walk east on Cecil B. Moore and turn left on 13th street. The south entrance to Howard Gittis Student Center will be on your right.

Septa buses also stop on Temple's campus. Find the best route for you at Septa.org. As stops vary, please refer to the Campus Map for directions to HGSC. An interactive map of Temple main campus is located here.

Facility Map

Breakout Session and Facilitator Information

Collaborative Learning Using a Flipped Classroom Model

Facilitator: Keesha Benson:  Social Work, CPH

The flipped classroom is an effective active learning model. Faculty act as facilitators of the learning process while students take more responsibility for their learning through collaborative in-class activities. This session will briefly explore the principles of the flipped classroom and discuss strategies on how to use the flipped model to improve student learning by creating environments that allow student reflection and encourage higher-order thinking skills.

Overcoming “It’s Not Me, It’s You” and Teaching Unprepared Students

Facilitator: Ann Valentine, Chemistry, CST


Long ago, Ann Valentine arrived in the class of a future chemistry Nobel Prize winner unable to count electrons properly. She pitied those students below 50 on the Exam 1 histogram until she saw her own grade, 38, and realized that she was in that struggling group. In this breakout session we’ll talk about concrete strategies for reaching those students who arrive in our courses with inadequate preparation. Can this semester be saved? Yes, it can – come learn how.

Setting the Class Tone with a Positive Syllabus

Facilitator: Nancy Morris, SMC


Your syllabus signals to students the kind of learning environment and faculty-student relationship they can expect in your class. Since, as Saundra Yancy McGuire notes, student motivation to learn is closely linked to instructor attitude and course structure, a positive syllabus can make all the difference in motivating students to work hard in your course. This session will examine how both the information and the language of the syllabus can enhance student efficacy and motivation.

What's My Motivation?

Facilitator: Ruth Ochia, ENG

As Saundra Yancy McGuire notes, students’ lack of motivation sometimes makes us “want to tear our hair out!” So how can we affect our students’ motivation to learn in our classes? Research has shown that if students find value and relevance in the materials taught, their motivation to learn increases. In this workshop we will explore strategies to help students connect to the value of what they are learning, consequently increasing student motivation and improving learning.

Critical thinking: Explicitly Teaching  Bloom's Taxonomy to Students to Hand Them a Roadmap Towards Deeper, More Nuanced Inquiry

Facilitator: Patricia Moore-Martinez, Spanish and Portuguese, CLA


Developing critical thinking skills is a core goal of higher education and one that professors worldwide strive to cultivate in students through their instruction, assessments and curriculum. Students are also aware that they are learning critical thinking, yet may not know what that means or when they are engaging in it. Instructors design oral and written assignments to allow students to showcase their analytic skills, but what happens when they fall short? This session will discuss how explicit instruction in Bloom's Taxonomy can be used to scaffold students’ critical thinking skills in any given class and ultimately, how it can be used to teach them a process that can be applied throughout their lives.

I Just Can’t Draw, and Other Motivation Killers: How to Grow Student Mindset

Facilitator: Chad Curtis, Crafts, Tyler


We all believe that we are just plain “bad” at certain things: can’t do math, can’t write, can’t draw, can’t play sports, can’t... In reality, if we were to work differently or work harder at these things, we would most likely grow in ability and improve. Research shows that students’ fixed mindsets affect their ability and motivation to learn. In this session, we will explore ways to help students develop growth mindsets so that they are motivated to succeed in our courses.

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