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Teaching Techniques: Beyond Lecturing

Conference on Teaching Large Classes, 4th Annual, Blacksburg, VA

February 17, 2018

Conference on Higher Education Pedagogy, 10th Annual, Blacksburg, VA

February 15, 2018

International Conference on Teaching and Leadership Excellence, 39th Annual, Austin, TX

May 28, 2017

 

Dr. Chessica Cave

Abstract

As the dynamics of education change, so does the way our students learn and respond to classroom strategies.  The traditional way of teaching through lecture is no longer sufficient nor effective. This presentation examines how to revitalize instruction through the integration of active learning strategies that facilitate interaction with students.

Personal Bio

Chessica Cave is a distinguished LMU alumna having earned her EdD from the University. As an assistant professor, Dr. Cave provides expertise in the areas of teaching pedagogy, program administration, and curriculum development. Dr. Cave maintains a prolific agenda of researching, publishing, and presenting, especially in the areas of best practices and knowing students.

 

“Cooperative Learning Models: Moving Beyond Group Work at the University Level”

Conference on Higher Education Pedagogy, 10th Annual, Blacksburg, VA

February 15, 2018

 

Dr. Susan Wagner

Abstract

The cooperative learning model targets higher order thinking, student engagement with content, and academic achievement; however, in college courses, where lecture is the default instructional method, cooperative learning can be problematic. Dr. Wagner’s research examined elements of four true cooperative models used at the university level—models designed to be used during class meetings in order to engage students and increase student achievement.

 

Personal Bio

Susan Wagner is Assistant Professor of Education at Lincoln Memorial University in East Tennessee. She teaches in the MEd Initial Teacher Licensure Program. She has more than 18 years of experience in public education as an elementary teacher, curriculum director, teaching coach and educational consultant. She completed her PhD at the University of Tennessee at Knoxville in Literacy Studies with a cognate in Adult Education.

 

“The Self-Directed Learning Practices of Elementary Teachers”

International Self-Directed Learning Symposium, 42nd Annual, Cocoa Beach, FL

February 8, 2018

 

Dr. Susan Wagner

Abstract

Prescribed professional development often falls short of teachers’ needs. Research suggests that teacher self-directed learning may simultaneously meet teachers’ PD needs and improve student achievement. Dr. Wagner’s research identified elementary teachers who were above average in self-directed learning and engaged in learning activities that maximized their professional/creative selves. Dr. Wagner presented her model for self-directed learning and discussed implications of teacher-directed professional development.

 

Personal Bio

Susan Wagner is Assistant Professor of Education at Lincoln Memorial University in East Tennessee. She teaches in the MEd Initial Teacher Licensure Program. She has more than 18 years of experience in public education as an elementary teacher, curriculum director, teaching coach and educational consultant. She completed her PhD at the University of Tennessee at Knoxville in Literacy Studies with a cognate in Adult Education.

 

"Self-Directed Learning: A Potential Predictor for Technology Integration among K-12 Teachers"

International Self-Directed Learning Symposium, 42nd Annual, Cocoa Beach, FL

February 7, 2018

 

Dr. Julia Kirk

Abstract

Self-directed learning readiness is a predictor for K-12 teachers’ likelihood to implement technology into the classroom.  Research shows that technology integration is imperative to student growth and achievement; however, teachers who are not self-directed are not as likely to integrate technology.  Additional variables are also discussed, including teacher age.

 

Personal Bio

Dr. Julia Kirk is an assistant professor in the Education Doctoral Program. She teaches and advises candidates mainly, but not exclusively, in the program’s Instructional Leadership concentration. Having spent most of her dynamic and varied educational career in East Tennessee, Dr. Kirk has served as a principal, district leader, and as a state executive director. Dr. Kirk received her PhD from the University of Tennessee in Adult Education.

 

“Helping Counselor Education Faculty to Recognize the Intersectionality of Title IX, Clery and FERPA: Enhancing Supervision and Promoting Best Practices”

Law and Ethics in Counseling Conference, 3rd Annual, New Orleans, LA

January 31, 2018

 

Dr. Connie T. Theriot

Abstract

The purpose of this presentation was to help counselor education faculty recognize how the intersectionality of Title IX, Clery, and FERPA applied to counseling supervision and research activities. Dr. Theriot also highlighted best practice strategies for counseling faculty in applying these federal guidelines to supervising research and clinical work.

 

Personal Bio

Connie T. Theriot, PhD, attained full professor status in Fall 2009. She was Counseling Chair from Fall 1997 to Fall 2006. She was instrumental in both the 1998 and 2004 Tennessee State accrediting process for the School Counseling Program at LMU. Dr. Theriot has received national recognition as a Distinguished Reviewer for the Mental Measurement Yearbook. She continues to present at regional, state and national conferences.

 

For Once I Felt Normal: Interrupting the Isolated, Deficit-Based Development of Graduate Writers"

American Association for Adult & Continuing Education, 66th Annual, Memphis, TN

November 2, 2017

Dr. Peter W. Silberman & Dr. Shannon D. Collins

Abstract

 Based on their original research on the writing experiences and dispositions of graduate students, Collins and Silberman shared how university faculty should be intentional and positive in their approach to developing graduate students’ writing abilities. Critical to the developmental process is a focus on the writers’ strengths and potential as well as ample modeling and response from professors.

Personal Bios

Dr. Peter Silberman joined the LMU Educational Doctoral Program after earning his EdD in Educational Leadership from the University of California, Los Angeles. Dr. Silberman serves as the Doctoral Program’s Director. He also guides candidate research development through his instruction of qualitative methods courses and chairs several dissertation committees.

Since receiving his PhD in Literacy Studies from the University of Tennessee, Dr. Collins’s primary research interests are how people experience writing as well as the teaching of writing. As a full professor in LMU’s EdD Program, Collins teaches, directs dissertation research, and serves on the editorial review board of the English Journal.

“The Role of the Tennessee School Counselor”

Appalachian College Association, Summit XX, Kingsport, TN

September 2017

 

Dr. Connie T. Theriot

Abstract

Tennessee school counselors follow the American School Counseling Association’s Model (ASCA). Dr. Theriot shared with attendees the duties that are and are not part of the ASCA model.

 

Personal Bio

Connie T. Theriot, PhD, attained full professor status in Fall 2009. She was Counseling Chair from Fall 1997 to Fall 2006. She was instrumental in both the 1998 and 2004 Tennessee State accrediting process for the School Counseling Program at LMU. Dr. Theriot has received national recognition as a Distinguished Reviewer for the Mental Measurement Yearbook. She continues to present at regional, state and national conferences.

 

“I Am a K-12 Guidance Counselor and I Have Been Assigned Section 504 Duties. Help!”

Law and Ethics in Counseling Conference, 3rd Annual, New Orleans, LA

January 31, 2017

Dr. John E. McCook

 

Dr. Connie Theriot

   

Abstract

In many school districts, the responsibility for implementing Section 504 is given to guidance counselors who may have received little if any training regarding the legalities of Section 504. Drs. Theriot and McCook’s session explored the “new” law and its implementation responsibilities.

 

Personal Bios

Connie T. Theriot, PhD, attained full professor status in Fall 2009. She was Counseling Chair from Fall 1997 to Fall 2006. She was instrumental in both the 1998 and 2004 Tennessee State accrediting process for the School Counseling Program at LMU. Dr. Theriot has received national recognition as a Distinguished Reviewer for the Mental Measurement Yearbook. She continues to present at regional, state and national conferences.

"Teaching Strategies: Beyond Lecturing" 

9th Annual Conference on Higher Education Pedagogy

The Inn at Virginia Tech and the Skelton Conference Center

Dr. Chessica Cave

Dr. Cave's presentation examined how to revitalize instruction through the integration of active learning strategies that facilitate interaction with students. A hands-on approach will demonstrate teaching techniques that have multiple benefits and are more efficient than a typical lecture for elevating student’s attention and engagement.

 

 

Know thyself: Examining Personal Responses to Controversial Issues”

Law and Ethics in Counseling Conference 2017

New Orleans, LA

Dr. Mark Tichon

 

Dr. Connie Theriot

   

Abstract

Through use of anonymous audience response software, participants responded to a series of thought-provoking, potentially contentious issues, to uncover and discuss personal biases. Drs. Tichon and Theriot discussed how to minimize possible dissonance or counter-transference caused by the intersectionality of professional practice, personal identity, and client worldview divergent from one’s own

 

Personal Bios

Mark Tichon, PhD, is an associate professor at LMU as well as a licensed clinical psychologist. In addition to his teaching responsibilities and research agendas, Dr. Tichon currently directs LMU’s Graduate Education Counseling Program.

Connie T. Theriot, PhD, attained full professor status in Fall 2009. She was Counseling Chair from Fall 1997 to Fall 2006. She was instrumental in both the 1998 and 2004 Tennessee State accrediting process for the School Counseling Program at LMU. Dr. Theriot has received

 

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