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CELT and ATFE Open House

Event Location: 
518 King Library

Event concludes at 5:00. Come and go as you please. Snacks and beverages will be provided.

flier for celt and atfe open house, text transcription below

Title: Open House, September 28

The Center for the Enhancement of Learning and Teaching is pleased to partner with Academic Technology and Faculty Engagement for an open house. Please consider stopping by to meet your colleagues who are here to help you with your teaching. We welcome the opportunity to discuss with our partners and colleagues how we can best serve our colleges, faculty, and students. Refreshments will be served.

When: Thursday, September 28, 2:00 PM to 5:00 PM

Where: 518 King Science Library

The Center for the Enhancement of Learning and Teaching (CELT) supports excellence in teaching and learning by working collaboratively with all instructors to create engaging, innovative, and inclusive learning environments in which diverse students can excel.

The Learning Management and Distance Learning teams in Academic Technology and Faculty Engagement (ATFE) provide support and guidance of online course development and implementation, consultation (for fully online, hybrid, MOOC, technology, etc.), review of online courses (before, during, and/or after the course has launched), funding opportunities for online course development, revision, Echo 360, MOOC, and partner with CELT and other campus teams that support faculty.

Teaching with Open Educational Resources

Event Location: 
Presentation U! in the Hub, basement of W.T. Young Library

Workshop concludes at 12:00. Please bring a laptop or tablet so that you can explore open resource databases during the workshop.

banner image reading "teaching with open educational resources" showing an open book against a blue sky with CELT and Library logos

Amid the concerns about the costs of higher education are the escalating prices of textbooks. According to the Census Bureau, the costs of college textbooks have risen 812% from 1978 to 2012. To alleviate students’ financial burdens, some educators have switched to library resources and/or openly licensed peer-reviewed materials (open educational resources, OER) in place of traditional textbooks. In addition to being free of charge to students, OER allow instructors to customize the content to suit their pedagogical needs and provide students with up-to-date information on the subject. As a 2016 survey of 16 studies of OER adoption in higher education found, "students generally achieve the same learning outcomes when OER are utilized and simultaneously save significant amounts of money."[1]

This workshop aims to introduce participants to the forms and purposes of OER, provide resources and best practices for finding OER, and connect OER to participants’ course goals and student learning outcomes. Formal presentations will be brief, and time will be focused on thinking about current and potential resources, as well as the means to locate and implement open resources for future learning designs.

This workshop was offered last semester and was well attended. We offer it again for a new round of UK Libraries' OER grant recipients, as well as any who missed our last workshop and would like to get a start on using OER for their teaching.

Click here to register. Contact Trey Conatser ( from CELT or Adrian Ho ( from W.T. Young Library with questions. Coffee, water, and snacks will be served. Note: for this event, please bring a laptop or tablet.

[1] John Hilton III, "Open educational resources and college textbook choices: a review of research on efficacy and perceptions," in Educational Technology Research and Development, vol. 64, no.4, 2016, pp. 573–590.

2017 Leadership Forum Panel: The University and the Place of Technology

Event Location: 
Woodward Hall, Gatton College of Business and Economics

The event concludes at 10:00.

As part of the 2017 campus-wide leadership forum, CELT is sponsoring a panel that will explore the question of technology as it pertains to the forum theme of leadership across the generations. How we understand new technologies often implicates how we understand the generations that use them. Yet, to speak of generational use, such as the so-called "native" and "immigrant" divide, is often reductive, erasing the variety and diversity of human experiences that people bring with them to the campus setting. This conversational panel, which will include faculty, graduate student, and undergraduate student perspectives, will address the University and—even as—the place of technology. The panel aims to complicate and clarify how technological objects, systems, and ways of thinking lead us to reassess life and leadership at the University as we approach the 2020s. More specifically, the panel will explore strategies to harness new technologies for intergenerational leadership and to develop an inclusive dialogue about the role of technologies in 21st century higher education.

The panel participants are:

  • Dr. Michael Pennell, Associate Professor in the Department of Writing, Rhetoric, and Digital Studies
  • Mikaela Feroli, Graduate Instructor in the Department of Gender and Women's Studies
  • John Larson, Undergraduate Fellow in the Gaines Center for the Humanities
  • Trey Conatser (moderator), Faculty Instructional Consultant in the Center for the Enhancement of Learning and Teaching

Registration for the 2017 Campus Leadership Forum opens September 1. Contact Trey Conatser ( if you have questions about the panel.

Guest Speaker: Richard Mayer: Designing Multimedia Instruction to Maximize Learning, Online and Beyond

Event Location: 
Woodward Hall (307), Gatton College of Business and Economics

The event concludes at 3:00, and is sponsored by the Center for Enhancement of Learning and Teaching (CELT), the Gatton College Teaching Excellence Team, the Department of Educational Psychology, and the Department of Psychology.

Multimedia supplements our instruction in many teaching contexts, whether we are using PowerPoint during a face-to-face lecture, a computer-animated game to help students understand an abstract concept, short video lectures in an online course, or graphics in a textbook. In this talk, Dr. Richard Mayer will provide a concise overview of his cognitive theory of multimedia learning, and share evidence-based principles to design learning materials that are in alignment with how students learn and process information.

Richard E. Mayer is Distinguished Professor of Psychology at the University of California, Santa Barbara. His current research involves the intersection of cognition, instruction, and technology with a special focus on multimedia and computer-supported learning. Building on cognitive science theories of how people learn, he has developed a cognitive of theory of multimedia learning relevant to the design of on-line instruction. During the past two decades he and his colleagues have conducted over 100 experimental tests leading to 12 research-based principles for how to design online learning environments and computer-based games. He is the author, co-author, or editor of more than 500 publications, including 30 books, such as Applying the Science of Learning, e-Learning and the Science of Instruction, Multimedia Learning, Learning and Instruction, and The Cambridge Handbook of Multimedia Learning.

Self-Regulated Learning: Transforming Students into Independent Lifelong Learners

Event Location: 
Niles Gallery, Lucille Little Fine Arts Library

Workshop concludes at 4:00

Many of us have heard students say things like, “I didn’t learn anything in that course. I had to teach myself everything.” While this is frustrating to hear, there are ways we can encourage students take more ownership over their own learning and motivational processes, and use more effective learning strategies. Building upon metacognition, self-regulated learning is “the monitoring and managing of one’s cognitive processes as well as the awareness of and control over one’s emotions, motivations, behavior, and environment as related to learning."1 In short, learning how to learn by being self-aware, setting goals, thinking about one’s own thinking, and making the proper adjustments when necessary. You will leave this workshop with evidence-based teaching strategies that strengthen students' self-regulated learning skills, and progress them toward being independent and successful lifelong learners.

Click here to register. Contact Cara Worick ( if you have questions.

1. Linda Nilson, Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills, Stylus, 2013, p. 5.

Classroom Strategies for Student Engagement

Event Location: 
Study Room 1, Lucille Little Fine Arts Library

Workshop concludes at 1:15. NB: this is a graduate student workshop.

Many higher education instructors have moved from the “sage on the stage” model of lecturing to incorporate pedagogical strategies that directly engage students with the course content. This workshop will explore the challenges and benefits of student-centered learning and the effectiveness of active learning strategies. By the end of the workshop, participants will develop ideas for how they can make the classroom a more engaging space in their specific disciplines.

Click here to register. Contact Ashley Sorrell ( if you have questions.

Student Learning Outcomes: what are they and why do they matter?

Event Location: 
Study Room 1, Lucille Little Fine Arts Library

Workshop concludes at 1:15. NB: this is a graduate student workshop.

You might not be tasked with designing your own course now, but it’s never too early to begin thinking about what your future courses will look like. This workshop will introduce participants to the basics of course design. We will focus on a design methodology that centers on student learning. Participants will craft student learning outcomes for a course they might teach either as a TA, or as a future college instructor.

Click here to register. Contact Ashley Sorrell ( if you have questions.