2021 Scholarly Teaching Symposium
Call for Proposals Closed
The Scholarly Teaching Symposium celebrates teaching devoted to pursuing student learning and success through reflective, evidence-based teaching practices. Scholarly teaching enhances the learning experiences of students, enriches the teaching careers of faculty, and deepens the connection of community partners with the campus. This year’s symposium is cosponsored by the IUPUI Center for Teaching and Learning, the IUPUI Institute for Engaged Learning, and LEAP Indiana.
The symposium will be held virtually on Zoom on Friday, October 1 from 10 a.m. - 2 p.m. The keynote address will feature Jillian Kinzie, associate director of the Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) Institute, Indiana University School of Education, who will focus on assessment of quality and equity in high-impact practices. Some concurrent sessions will feature presentations and roundtable discussions on scholarly approaches to high-impact practices in courses, programs, or co-curricular experiences, especially those that address quality and equity. Others will discuss results of the IUPUI Center for Teaching and Learning’s 2020 Curriculum Enhancement Grant projects.
The symposium planning committee seeks proposals for two types of presentations:
Micro-presentation, which would involve a 10-minute presentation followed by five minutes for Q&A
Roundtable discussion on promising practices, which would start with a five-minute introduction to the topic followed by 10 minutes of discussion
This symposium will showcase work by course instructors, program directors, and co-curricular experience leaders who take a scholarly approach to teaching and focus on the following high-impact practices (HIPs):
First-year Seminars and Experiences
Common Intellectual Experiences
Learning Communities
Writing Intensive Courses
Collaborative Assignments and Projects
Undergraduate Research
Diversity/Global Learning
ePortfolios
Service Learning, Community-Based Learning
Internships
Capstone Courses and Projects
Other applied/experiential learning components that incorporate high-impact elements (e.g., effective peer mentoring, supplemental instruction, and student employment)
Kuh (2008) noted that HIPs have been widely tested and have been shown to increase retention and engagement for students from many backgrounds. HIPs have also been shown to promote active and deep learning, critical thinking, enhanced communication, problem-solving skills, and greater appreciation for diversity.
Further research demonstrated that not all HIPs are created equal, and attention to quality design and implementation is critical to impact on student performance (Kuh & O’Donnell, 2013). Additional studies of HIPs showed that students in underserved populations experienced greater benefits though were less likely to participate (Finley & McNair, 2013). Those using a scholarly approach to teaching with HIPs, with attention to quality and equity, are encouraged to submit a proposal.