Winter Faculty Development Conference

2018 Winter Faculty Development Conference

Monday through Wednesday
December 10-12, 2018
8am – 5pm

Participants will be expected to attend the entire conference to receive payment. Those who cannot attend all sessions on all three days are welcome to participate in as much of the conference as they are able but will not be eligible for funding. This includes those who must miss to complete grading duties or other university business.

Click here to view the agenda.

The Karen L. Smith Faculty Center for Teaching and Learning will host the 2018 Winter Faculty Development Conference on December 10th–12th. This year’s theme is Transparency and Authenticity in Teaching. All UCF faculty and staff are welcome to attend plenary portions of the event.

Transparent teaching promotes students’ conscious understanding of how they learn. Research from the Transparency in Learning and Learning Project has shown that when students understand the task, its purpose, and the criteria for evaluating their work, they are more motivated. That doesn’t mean we don’t give students challenging work, rather that we help them understand the struggles we design for them. We’re defining authenticity in the specific sense that assessment and learning activities should be fully integrated with student learning objectives, and therefore clearly connected to students’ future use both at the university and in their careers. Just like learning to drive takes more than reading a manual, and drivers’ licenses should be awarded on the basis of more than written tests alone, meeting student learning objectives requires careful consideration of authentic ways to introduce and measure learning. (See more info about transparency and authenticity in teaching.)

Approximately 40 faculty members will be selected to receive funding to participate in all sessions. Each funded faculty member will join a cohort of colleagues from across campus, make a prepared presentation about professional practice related to the theme, attend workshops, and engage in relevant think tank sessions. The event will feature some elements of a typical academic conference and other elements similar to a working retreat. Funded faculty participants are expected to attend all sessions on each of the three days.

Proposal Criteria
Each applicant for funding will submit a proposal of up to 500 words for an individual 8–10-minute informal, discussion-based presentation describing an aspect of an undergraduate course or program that makes our objectives, assessments, assignments, and learning activities either transparent or authentic for students as defined above.

Proposals will be reviewed using the following criteria: 

  • Quality/clarity of presentation description
  • Relevance to the conference theme

New faculty members will be given special consideration.

Deliverables from the conference will include a brief write-up and/or other materials from the individual faculty presentation to be shared as a faculty resource. We particularly encourage articles for publication in Faculty Focus.

Please note:

  • Registration is for individuals only.
  • Selected faculty members who attend all sessions and submit the required deliverables will receive a $500 grant subject to normal withholding tax.
  • Participants will be expected to attend the entire conference to receive payment. Those who cannot attend all sessions on all three days are welcome to participate in as much of the conference as they are able but will not be eligible for funding. This includes those who must miss to complete grading duties or other university business.
  • Proposals are due at 5 p.m. on November 13, 2018.
  • Final decisions on acceptance will be provided to all applicants by November 20, 2018.

Please confirm availability from 8:00 a.m. to 5:00 p.m. on December 10–12 before applying.  

 

Winter Conferences listed by year:
 
2018  2017  2016  2015  2014  2013  2012  2011  2010  2009 
2008  2007  2006  2005  2004  2003  2002  2001  2000  1999 

 

Faculty Spotlight View Other Award Winners

William Self
College of Medicine William   Self My goal when teaching any course is to highlight the core concepts in lecture so that the most critical aspects of the material are made clear to the students. Students must read and study the details of the concepts, generally from a course textbook and PowerPoint slides that I develop from the textbook, to e...

Aubrey Jewett
College of Sciences Aubrey Jewett Active learning fosters academic success and critical thinking. When students take part in the learning process they learn more, retain more, and think more than when operating in the passive mode. Thus whether analyzing pressing public policy questions, performing statistical analysis on data to investigate a res...

Kristin G. Congdon
College of Arts and Humanities Kristin G. Congdon My approach to education is informed by my early and ongoing experiences teaching in a variety of settings. Besides working in public schools (elementary, middle, and high school), I have also taught art in correctional facilities, residential treatment centers, museums, Elderhostels and retirement homes. My stude...