Dalhousie Conference on University Teaching and Learning
Exploring the Future(s) of Higher Education: Supporting Inclusive Teaching Excellence
What are our visions for the future of higher education and how will we bring them to fruition? How do we prepare students for a future we cannot possibly fully envision? What is the role of our educational institutions in helping students to create the world they want to live in?
As a feature teaching and learning celebration during Dalhousie’s 200th Anniversary, the Dalhousie Conference on University Teaching and Learning will encourage dialogue about where we’ve been, and where we’re heading, in the higher education teaching and learning environment. What it means to know, to learn, and to teach has changed significantly over the last 20 years, yet some aspects of our collective and individual teaching and learning practices have not changed at all. And while there are many prognosticators about the future, some foretelling decline and others exploring exciting new frontiers, change is inevitable. Our choices about which pathways we will embrace is a crucial conversation for higher education.
The deadline for proposals has been extended until Friday, February 9, 2018.
Many Thousands Failed: A Wake-Up Call for Current and Future Educators
Andrew “Drew” Koch, PhD
President and Chief Operating Officer
John N. Gardner Institute for Excellence in Undergraduate Education
Using James Baldwin’s essay, Many Thousands Gone, as a vehicle for analysis and discussion, Dr. Andrew “Drew” Koch, President and Chief Operating Officer for the non-profit John N. Gardner Institute for Excellence in Undergraduate Education, will share data gleaned from the Institute’s work with gateway course redesign. In doing so, he will shed light on who gets to come and ultimately complete a postsecondary degree in the United States, and subsequently discuss how these findings may (or may not) apply in other cultural contexts. The interactive session will include the dissemination of findings from the Gardner Institute’s Gateway to Completion project, opportunities for participants to contextualize those findings to their own institutional environments and cultures, and dialogue on what gateway course outcomes tell us about where we’ve been, and where we’re heading, in the higher education teaching and learning environment.