DePaul University Teaching Commons > Events > Teaching & Learning Conference > Beyond Grades (2017)

Beyond Grades - Capturing Authentic Learning (2017)

DePaul University Teaching and Learning Conference

Friday, May 5th, 2017 | Lincoln Park Student Center, Room 120AB

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Participants during the 2016 conference

Call for Proposals

All DePaul faculty and staff members are invited to submit proposals and register for the annual DePaul Teaching and Learning Conference. The theme of this year's conference, “Beyond Grades – Capturing Authentic Learning,” invites participants to think about student learning as the primary indicator of teaching effectiveness. Thinking about our own effectiveness as teachers has traditionally been associated with reports of student satisfaction or our own interpretations of how we teach—and not necessarily how and what our students are learning.

There has been a growing demand for us to shift focus from what we as instructors want to deliver to the outcomes we want our students to obtain as a result of their educational experiences. How do we best identify these outcomes? How do we know when students have met them? And how can we capture students’ progress in achieving the outcomes as a result of our teaching practices?

Presentations on this year's theme could also address topics such as:

  • Exploring the demands for shifting focus, from delivery to outcomes, in teaching

  • Using technology in capturing student learning (e.g., ePortfolios, mobile learning, etc.)

  • Supporting students’ evaluations of their progress and ownership for their own learning

  • Helping students learn how to learn

  • Using classroom assessment techniques that can provide insight into your teaching strategies and your students’ learning

  • Finding the most appropriate techniques to assess your specific learning outcomes  

There are three types of sessions you can propose to lead: a short PechaKucha presentation, a 30 minute interactive session, and a 60 minute interactive workshop. Detailed descriptions of each session, along with other information such as evaluation criteria, are available in the full Call for Proposals, which can be downloaded below. Proposals are to be submitted online and are due Monday, January 30th, 2017 Monday, February 13th.  

Download CFP Submit Proposal

Assessment and Feedback for Authentic Learning: How Less Can Often Be More | Keynote Session

Achieving DePaul's ambitious university authentic learning outcomes requires that both teachers and learners do their jobs effectively and efficiently. Time is the most valuable and scarce resource for both faculty and students -- particularly in 10-week quarters. This highly interactive session will focus on efficient, practical, and research-based strategies and techniques teachers can use to promote teaching effectiveness and learning quality. Examples and exercises will focus primarily on assessment and feedback as powerful levers teachers can use to enhance and document authentic learning -- and to increase the efficiency of teaching. Participants can expect to end this session with: clearer definitions of authentic learning, at least two or three promising new ideas to implement, and valuable resources and references for follow up.

Tom Angelo | Keynote Speaker

Photo of Tom Angelo

Thomas Anthony Angelo is clinical professor of educational research and innovation at the UNC Eshelman School of Pharmacy in Chapel Hill, North Carolina. Over the past 30 years, Tom has served as a university faculty member, researcher, faculty developer, and academic administrator in the United States, New Zealand and Australia. He has also consulted on teaching and learning improvement, assessment, and curriculum design for more than 275 educational institutions and 65 associations and organizations in all 50 states and 18 countries. He has delivered more than 90 invited higher education conference keynotes, and authored or co-authored four books and more than three dozen articles and chapters. Tom earned his Bachelor of Arts in Government, with Honors, from California State University, Sacramento, a Master of Arts and a Master of Education from Boston University, and his doctorate from Harvard University’s Graduate School of Education.​

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