Tuesday through Thursday
December 13-15, 2016
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 Winter Conference Agenda.
A 2015 Winter Conference group carries on their discussion during a Friday lunch meeting.
The Karen L. Smith Faculty Center for Teaching and Learning brings you the 2016 Winter Faculty Development Conference. Each conference is guided by a central theme. Past conferences have focused on topics such as student success, transformative learning, building community in politically or socially divisive moments, interdisciplinary collaboration among faculty, and inviting new voices into conversations about campus and classroom challenges. This year’s theme is Dealing with Difficult Moments in the Classroom.
Each participating faculty member joins a cohort of colleagues from across campus, makes a prepared presentation about professional practice related to the theme, attends workshops, and engages in think tank sessions about issues of importance to the institution and the surrounding community. The event features some elements of a typical academic conference and other elements similar to a working retreat. All UCF faculty and staff are welcome to attend all or part of the event. Funded faculty participants are expected to attend all sessions on each of the three days.
The theme of the 2016 conference will be Dealing with Difficult Moments in the Classroom.
Each applicant for funding will propose an individual 8–10-minute informal, discussion-based presentation describing how she or he has successfully managed difficult moments in the classroom with an eye toward promoting student success. This topic is necessarily broad with the goal of promoting a wide range of presentations that stimulate thought and provide colleagues with opportunities to collaborate to improve classroom practice and share insights about challenges. Topics might include, but are not limited to: managing tense classroom conversations in all modalities, balancing faculty and student rights and responsibilities, addressing the needs of students with varied levels of existing knowledge in a course, building community in a politically divisive moment, maintaining focus on learning goals despite distractions around us. New faculty members are especially invited to attend and may choose to frame their presentations in terms of a challenge they are facing.
Applications will be reviewed using the following criteria:
Deliverables from the conference will include 1) a brief write-up and other materials from the individual faculty presentation to be shared as a faculty resource, and 2) a collaborative conference product to be composed by each interdisciplinary faculty cohort during the event.
Please confirm availability from 8:00 a.m. to 5:00 p.m. on December 13–15 before applying.
College of Arts & Humanities My foundation derives from the liberal arts tradition: knowledge of a specific subject provides the greatest benefit when part of a well-rounded educational experience. Regarding History in general, my emphasis is on learning to think historically: going beyond a simple “what happened?” to question cau...
College of Business Administration As an educator, I am simultaneously on two joint and inseparable missions. I am on a mission to serve the students by transforming their lives through the imparting of knowledge and the modeling of intellectual curiosity, but I’m also on a mission to serve the community at large by sending them intelligent, ...
College of Rosen Hospitality and Management I think the goal of teaching is to help and guide students to become intelligent and socially responsible members of society. However, this logical goal is often clouded by affective domains of learners and teachers together. For this reason, the responsibility of the teacher must include accommodating emotions...