If we teach today as we taught yesterday, we rob our children of tomorrow. Attributed to John Dewey
Our role as professors includes an integrated triumvirate of research, teaching and service. Professors, profess -- they share knowledge and wisdom through their teaching, both formal and informal. To profess is to "declare, announce, proclaim, assert, state, affirm, avow, maintain, protest, claim, purport, affect" and we do so daily in the collective community of the Academy. As Dewey suggested many years ago, good teaching is far from a static process. Good teaching embraces and artful integration of well-practiced tradition within a context of innovation. Innovation provides "better solutions [to] meet new requirements." Innovation is expressed as "change, alteration, upheaval, transformation, metamorphosis, breakthrough, modernization, creativity, ingenuity, inspiration [and] inventiveness."
Today, the higher education community is being asked to provide evidence of the worth of a college education for students, families, and more broadly, the workforce. This is not a new phenomenon. In the early 1800s, normal schools appeared to increase the number of teachers. The Morill Acts of 1862 and 1890 focused on expanding education in agriculture and engineering. Our plenary considers the nexus between teaching and innovation with a context of increased attention to the value and worth of higher education. Additional details
The Plenary was held on March 27, you may view the video here
Valerie Kinloch, Renee and Richard Goldman Dean of Education, School of Education "Remembering the Past, Taking Note of the Present, and Conceptualizing the Future of Teaching in Higher Education"
Nathan Urban, Vice Provost "The Personalized Education Initiative"
Doug Landsittel, Professor of Biomedical Informatics "Changing Models of Education-Teaching Data Science as a Case Study"
Lauren Collister, ULS Scholarly Communications Librarian "Open Educational Resources"
