Lilly West 2010 Conference

22nd Annual Lilly Conference on College and University Teaching - West

March 12-13, 2010

Kellogg West Ranch
California Polytechnic State University, Pomona

NEW! Draft Program (PDF)

Lilly West 2010 Conference Overview

Welcome!

The 22nd Annual Lilly-West Conference on College and University Teaching will be held March 12-13, 2010 at the Kellogg West Ranch at California Polytechnic State University, Pomona.

Lilly Conferences are retreats that combine workshops, discussion sessions, and major addresses, with opportunities for informal discussion about excellence in college and university teaching and learning. Internationally-known scholars join new and experienced faculty members and administrators from all over the world to discuss topics such as gender differences in learning, incorporating technology into teaching, encouraging critical thinking, using teaching and student portfolios, implementing group learning, and evaluating teaching.

EVIDENCE-BASED TEACHING & LEARNING

The 2010 Lilly Conference on College & University - West theme builds on over 20 years of the Scholarship of Teaching and Learning.

Featured Tracks:

  • Advancing Active Learning
  • Teaching Well with Technology
  • Engaging and Motivating Students
  • Promoting Diversity
  • Service/Experiential Learning
  • Scholarship of Teaching and Learning

Keynote Presentation:

Designing Evidence-Based Courses Across the Curriculum

Laurie Richlin, Ph.D.
Director, Office of Faculty Development
College of Medicine
Charles Drew University of Medicine and Science

Practicing doctors and teachers are applied professionals, practical people making interventions in the lives of their clients in order to promote worthwhile ends – health or learning. Doctors and teachers are similar in that they make decisions involving complex judgments. Many doctors draw upon research about the effects of their practice to inform and improve their decisions; most teachers do not, and this is a difference. (Hargreaves 1997, p. 200)

One reason to turn to evidence-based education is that doing so would make it less vulnerable to “political ideology, conventional wisdom, folklore, and wishful thinking,” not to mention “trendy teaching methods based on activity-based, student-centered, self-directed learning and problem solving” (Davies, 1999, p. 109). But what constitutes evidence?  The dictionary (m-w.com) says that evidence is “something that furnishes proof.” To be able to provide proof that a teaching activity works it is necessary both to measure the outcome of the activity in question, and to describe how the measured outcomes relate to the activity. This presentation will discuss 1) how instructors do or do not use evidence; 2) how instructors contribute to the knowledge base about effective teaching, and 3) the process of teaching and learning with evidence.

Featured Event:

Conversation with Stephen Brookfield

Stephen D. Brookfield, Ph.D.
Distinguished University Professor
University of St. Thomas (Minneapolis-St. Paul)

Join one of the most influential writers and scholarly teachers of our time for to discuss teaching and learning.

From Brookfield’s Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass, 1995

We teach to change the world. The hope that undergirds our efforts to help students learn is that doing this will help them act towards each other, and to their environment, with compassion, understanding and fairness. But our attempts to increase the amount of love and justice in the world are never simple, never ambiguous. What we think are democratic, respectful ways of treating people can be experienced by them as oppressive and constraining. One of the hardest things teachers learn is that the sincerity of their intentions does not guarantee the purity of their practice. The cultural, psychological and political complexities of learning, and the ways in which power complicates all human relationships (including those between students and teachers) means that teaching can never be innocent.

Teaching innocently means thinking that we're always understanding exactly what it is that we're doing and what effect we're having. Teaching innocently means assuming that the meanings and significance we place in our actions are the ones that students take from them. At best, teaching this way is naive. At worst, it induces pessimism, guilt and lethargy. Since we rarely have full awareness of what we're doing, and since we frequently misread how others perceive our actions, an uncritical stance towards our practice sets us up for a lifetime of frustration. Nothing seems to work out as it should. Our inability to control what looks like chaos becomes, to our eyes, evidence of our incompetence.

Location:

Sunny Southern California, 70 miles east of Los Angeles in Pomona, California. Conveniently located in the San Gabriel Valley, Lilly-West 2010 is easily reachable from Los Angeles, San Diego and the Inland Empire.

Site:

Beautiful Kellogg West Conference Center on the pastoral grounds of the Cal Poly campus. Conference facilities are excellent. Kellogg West Conference Center and Lodge, nestled on a tree lined hilltop overlooking cereal magnate William K. Kellogg's estate has become one of the leading conference centers in all of Southern California. Go to the Kellogg website.

Schedule:

Begins 9am Friday, March 12, and ends 5:30pm Saturday, March 13, 2010.

Participation:

Because Lilly Conferences are learning communities, where each member of the community - both presenter and participant - is a valued contributor, we hope that all registrants will participate in the entire conference. Presenters are required to register for the full conference. A few one-day registrations are available for students and non-presenters unable to attend both days.

Meals:

Meal times are an important part of the conference experience. All meals, beginning with Friday lunch through Saturday lunch, plus coffee breaks and receptions, are included in the conference fee.

Lodging:

Rooms for Thursday, Friday, and Saturday nights are available on campus connected to the Conference Center. On-campus room reservations should be made directly with the Kellogg West Conference Center by calling 800.593.7876. Be sure to tell them that you are attending the Lilly Conference. Rooms also are available at the nearby Shilo Inn (909.598.7666) or Countryside Suites (909.860.6290). You will need a car if you stay off-campus.

Guests:

If you bring a guest who will not participate in the conference (i.e., not attending sessions), please complete a separate form. The non-participant pays only for meals and lodging, and is exempt from the registration fee and materials costs.

Travel:

The Conference Center is reachable by car in less than an hour from Los Angeles, Long Beach, and Orange County. The Ontario (California) airport is a 20 minute drive and is served by most major airlines and car rental companies. Free shuttle service is provided by the Kellogg West Conference Center. Call 909.869.2222 for reservations. Renting a car is recommended for groups of two or more.

Cost:

Registration includes registration, materials and meals.

  • Individual: $450
    • Early registration (received prior to October 15): $400
  • Presenter: $425 (no discounts)
  • Full-Time Student: $250 (submit copy of student ID)
  • Cosponsor (team of 6 or more): $400 per person (no additional discounts)
    Must submit forms & check as a group.
    No credit cards accepted for cosponsor rates.

One Day Only.

Includes Registration, Materials, & Meals.
We’re sorry, this rate is not available to presenters except students.

  • Individual: $250
  • Full-Time Student: $125 (must submit copy of student ID with registration)

Guest: Meals $200