Texas Tech University

Recorded Sessions

The TLPDC does not live stream or record TLPDC sessions and events, as many involve guest presenters and others do not lend themselves easily to streaming or recording due to audio difficulties, delays in transmission or other technical issues. Special events such as the John M. Burns and Advancing Teaching & Learning keynote sessions are recorded and will be posted to this page as soon as all the materials have been compiled and converted. If you are a faculty member who is interested in having students attend an event for class credit but have distance students who are unable to attend in person and would like to inquire about having it recorded, please contact Ching Lee, and if possible, we will make these arrangements.

These recorded sessions are not meant to be online classes. They are meant to be used merely as informal references to the live presentations. Please see the TLPDC Schedule of Events for opportunities to gain more in-depth information on the topics of your interest.

Feel free to watch past TLPDC events below by clicking on the provided links.

Recent Episodes
The John M. Burns Conference : A Chance at Birth: How social contexts impact teaching and learning in higher education (morning session) by Dr. Bryan Dewsbury
Power, privilege and class are not unique to classroom settings. In this workshop called 'A Chance at Birth', we will unpack how historic and existing social structures impact our own lens of the education process, the student experience and current unequal outcomes. More importantly, we will discuss the ways in which we can use our current position to mitigate the effects of these inequitable structures.

 Click here to watch the morning session : Video

The John M. Burns Conference : A Chance at Birth: How social contexts impact teaching and learning in higher education (afternoon session) by Dr. Bryan Dewsbury
Despite valiant efforts to address inequitable outcomes, disparities still exist between ethnic groups graduating with STEM degrees. In this workshop we will unpack the social contributors to this disparity, and confront our own potential and obligation to reconstruct the value system around STEM pedagogical praxis.

 Click here to watch the afternoon session : Video

Keynote: The Science of Learning and Why It Matters by Dr. Josh Eyler
There is a lot of discussion in higher education these days about the science of learning but not a lot of consensus on what kind of science we are talking about or how it can benefit our students. In this talk, I will explore intersections between anthropology, psychology, cognitive neuroscience, and educational research that can yield important insights into student learning. Along the way, we will discuss how this approach to thinking about our teaching can inoculate us from educational fads, can play a role in institutional student success initiatives, and can provide a framework for us to design and test new pedagogies.

 Click here to watch the session : Video

Morning Session: Why Failure is Essential for Student Learning by Dr. Josh Eyler
Everybody knows that scientists walk into their labs and immediately make world-changing discoveries, right? And isn't it true that writers, too, create their magnum opus on the first attempt? Of course not. As academics, we long ago realized that research, discovery, and learning are lengthy processes marked by stops, starts, and a fair degree of failure before we come close to success, however that might be defined by our respective fields and universities. Higher education, on the other hand, does not often allow for this process of learning to play out. Students are frequently asked to achieve, on their first attempts, stellar results on high-stakes, high-pressure assessments. New research is beginning to show us that this strategy does not work well, though, because it is not how human beings naturally learn. We need to make mistakes before we can get the right answers. In this workshop, I'll be reviewing some of the most important findings in this new area of inquiry, and then we will work together to identify "opportunities for failure" in our courses so that we can help our students maximize their learning.

 Click here to watch the session : Video

John M. Burns Conference: The Undergraduate Experience: What Matters Most for Student Success? (Session 1) by Dr. Peter Felten
In their book The Undergraduate Experience (Jossey-Bass, 2016), Peter Felton and his co-authors identified six core themes that matter most for student success: Learning, relationships, expectations, alignment, improvement, and leadership. This interactive session will explore the research that demonstrates why these themes are important not only for students but also for instructors and for institutional culture. During the session, we will critically consider what each of us can do, no matter what our context and role, to cultivate a generative culture of learning and teaching.

 Click here to watch the session : Video

 Click here to see the slides: Slides

John M. Burns Conference: The Undergraduate Experience: What Matters Most for Student Success? (Session 2) by Dr. Peter Felten
Dr. Felton will continue his discussion of the six core themes for student success found in The Undergraduate Experience (Jossey-Bass, 2016) which include learning, relationships, expectations, alignment, improvement, and leadership. Dr. Felton will also help to consider our assets and collaborations at Texas Tech University, and how we confront the challenges facing higher education as we consider the relationship of the themes identified in his work to our institutional culture.

 Click here to watch the session : Video

 Click here to see the slides: Slides

"Get Students to Focus on Learning Instead of Grades: Metacognition is the Key" by Dr.Saundra Yancy McGuire
21st Century students come to college with widely varying academic skills, approaches to learning, and motivation levels. Faculty often lament that students are focused on achieving high grades, but are not willing to invest much time or effort in learning. This session will focus on the importance of helping students acquire simple, but effective learning strategies based on cognitive science principles. We will engage in interactive reflection activities that will allow attendees to experience strategies that significantly improve learning while transforming student attitudes about the meaning of learning.
 Click here to watch the session : Video



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Teaching, Learning, & Professional Development Center

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