Hey higher ed, why not focus on teaching?

Stanford physics and education professor Carl Wieman won a Nobel Prize for his innovative, break-through work in quantum mechanics. Wieman has since levered the prestige and power of that prize to call attention to the need to transform undergraduate teaching, especially science education.

Click on the link below to read the full article:



Call for Proposals for 2017 Teaching & Learning Conference

The following announcement was sent out last week from Provost Michael Lacourse:

Dear Faculty and Staff Members,

The Teaching and Learning Committee, the Office of Undergraduate Research, and the Center for Teaching & Learning (CTL) are in the process of organizing the 3rd Annual Teaching & Learning Conference and Research Day that will be held on April 7, 2017.  In order to encourage more faculty and staff participation, this year’s Teaching & Learning Conference will be held in conjunction with Research Day. The Teaching & Learning Conference will be held in the morning and the Undergraduate Research Day activities will be held that same afternoon. 

I invite you to participate in this exciting Teaching & Learning conference focused on the theme  “Inspiring Inquiry & Love of Learning” (i2l2) and also to support our students by attending the Research Day sessions.  The Teaching & Learning Conference and Research Day are free for all DSU faculty and staff and is being funded by the Office of Academic Services.  The opening session of the Teaching & Learning Conference will start at 8:30 am in the Gardner Student Center Ballroom and will conclude after lunch (a continental breakfast and lunch is included). Students that are presenting at Research Day will join faculty and staff members for lunch. 

In order to encourage all faculty members (full-time, part-time, and adjunct) to take advantage of this opportunity to participate in this conference and Research Day, April 7 has been designated as a professional development day and you may make other arrangements for your classes during the day.  You may choose to have your students involved in such activities as collaborative group projects, computer lab projects, library research, etc. during your class time so you can participate in the Teaching & Learning Conference and Research Day.  Please encourage your students to attend and participate in Research Day activities–students conducting and presenting their undergraduate research is a great example of applying “active learning. active life.”

Why should you participate in the Teaching & Learning Conference?  The conference will provide an opportunity for DSU faculty/staff to share and learn new teaching/learning best practices, innovations, and lessons learned to promote the scholarship of teaching and learning on campus.  The conference also provides an avenue for faculty and staff to share what they have presented (and also learned) related to teaching and learning at professional conferences. 

I would like to invite all faculty and staff members to submit a proposal for a presentation to share your expertise and knowledge with your peers at the Teaching & Learning Conference. Please use this URL to submit your proposal:


More information about the conference and registration will be forthcoming, and a Call for Papers for Research Day (for students) will be out in January, 2017.  Please reserve April 7, 2017 on your schedule and in your syllabi now for next semester so you can participate in this professional development opportunity.

I look forward to seeing you on April 7, 2017 at the Teaching & Learning Conference and Research Day.  For more information or questions, please contact a member of the Teaching & Learning Conference/Research Day Steering Committee: Dee Murray, Chair (murray@dixie.edu), Bruce Harris (bruce.harris@dixie.edu), Scott Allen (scott.allen@dixie.edu), Adriana Brandt (abrandt@dixie.edu), Rico DelSesto (delsesto@dixie.edu), or Sylvia Bradshaw (bradshaw@dixie.edu).

55 Percent of Faculty Are Flipping the Classroom

The majority of higher education faculty today are flipping their courses or plan to in the near future, according to Campus Technology‘s 2016 Teaching with Technology survey. The survey polled faculty members across the country about their use of technology for teaching and learning, their wish lists and gripes, their view of what the future holds and more.

Fifty-five percent of the survey respondents said they are somewhere along the spectrum of flipping all or some of their courses, in which they ask their students to view videos or some other digital matter online before coming to school and then use class time for other activities, such as hands-on and team projects or discussions. Twenty-five percent intend to introduce the flipped model into their courses over the next year or are exploring that possibility.

Read more …

New classroom designs increase attendance and retention

Rolling chairs are the new lecterns

Innovative new classroom designs foster collaboration and student-centered teaching, Diane Peters reports for University Affairs.

Schools across the United States and Canada have been making the switch from traditional lecture-hall classrooms to active-learning classrooms and labs, which feature tables, desks, and chairs with wheels, white boards on all four walls of the room, and student screen projection capabilities, among other technologies meant to engage students.


In 2014, a study published in the Proceedings of the National Academy of Sciences found that average exam scores went up by 6% for students in active learning classes. Students who learned in lecture halls alone were 1.5 times more likely to fail.

Read more…


How do professors really feel about technology in the classroom?

According to Campus Technology‘s first-ever Teaching with Tech survey, instructors favor the use of technology in higher education, Dian Schaffhauser and Rhea Kelly report for the publication.

The magazine asked 524 higher ed faculty members across the country about their use of technology for teaching and learning. Instructors described their experience of technology in the following ways:

  • 88% say technology made them more effective teachers;
  • 84% say technology positively affected learning;
  • 81% reported an “extremely positive” or “mostly positive” effect on education; and
  • 77% reported technology made their jobs easier.

Read more…

Teaching Academic Integrity to Students

Below are some great resources for teaching the importance and principles of academic integrity to students.

Part 1, http://derekbruff.org/?p=799

Part 2, http://derekbruff.org/?p=805

Summer Hours


Summer is a great time to work on designing/redesigning your Fall courses. Bruce and Scott are here all summer and willing to help you during our summer office hours:

Monday – Thursday
9am – 5pm

Call or email Bruce Harris or Scott Allen to talk about what you would like to do and set up an appointment to meet with us!

Canvas Interface Changes


The following message is from Jared Johnson, Director of IT Instructional Services:

As we come to the end of the semester there are some changes coming to the Canvas system that we need to institute on our instance of Canvas.  The changes need to be completed before the first Summer Semester Blocks begins, and to give faculty teaching during Summer time to adjust to the new Canvas interface.  Starting tomorrow after 2pm you will begin to notice changes to the Canvas users interface and login page.  Most of the changes are cosmetic but there are a few new features and adjustment to get use too.  I have made a tutorial video demonstrating the new features and the new look.  Please click the link below, enjoy the changes.


For question or support please contact IT Instructional Services.  We want to help you succeed!

Jared – 7950,  johnson@dixie.edu

Kory – 7951,  kory.phelps@dixie.edu

Holland Building 544

8th Annual Scholarship of Teaching and Engagement Conference


Utah Valley University (UVU) invites all faculty and staff to attend the 8th Annual Scholarship of Teaching and Engagement (SoTE) Conference on March 31st and April 1st. More information about the conference is below.

Please join us in Orem, Utah at the feet of majestic Mt. Timpanogos for the 8th Annual Scholarship of Teaching and Engagement Conference (SoTE) on March 31 and April 1st. Utah Valley University is in a beautiful setting, and we have a dynamic conference ready to go. I will attach the poster/flyer for the conference below in case you want to share it with others.

This year, the conference is hosting a plethora of symposia and 75-minute workshops to encourage more dialogue and discussion about issues central to engaged teaching, undergraduate research as pedagogy, inclusive teaching, and teaching with technology.  

Our keynote speakers include:  

Alejandro Aremellini, Director of the Institute of Learning and Teaching in Higher Education, University of Northampton in the UK.  He will speak on “Transforming Lives and Inspiring Change in Higher Education” and

Nancy Hensel, President of The New American Colleges and Universities and past CEO of the Council on Undergraduate Research (CUR).  She will speak on “Audacious Questions, Crazy Observations, and Undergraduate Research”.  

We will also have a concluding panel discussion featuring:

Seth Gurell, Director of Instructional Design Services, Office of Teaching and Learning, UVU

Bethany Alden-Rivers, Associate Vice President, Office of Teaching and Learning, UVU

Ramona Cutri, Associate Professor of Teacher Education, BYU and

Nancy Hensel, President, New American Colleges and Universities

To register for this VERY cost-effective conference, please visit:

http://www.uvu.edu/sote (lower case)


Professors Can Learn to Be More Effective Instructors

Studies of faculty development efforts at a liberal arts college and a land-grant university suggest the programs can have an impact on student outcomes.  This article was just published today (Feb. 10, 2016) in Inside Higher Ed.  Click on the link below to view the article:


The authors conclude that their study, while limited to two institutions with specific teaching improvement goals, confirms that faculty development translates to student learning outcomes.