The D'Youville College Conference on Teaching Innovation

Stay tuned for our 2020 date

This event is free and open to the public.
A certificate of attendance will be sent out the week after the event.

Click here to register.

The 2019 Conference on Teaching Innovation

Location: TBA
Parking: TBA
Breakfast and Lunch will be served. 

This annual event highlights innovation in teaching and learning by D’Youville and other regional faculty members. Sessions are focused on, but are not limited to, the main focus areas of the Institute for Teaching Innovation: exemplary pedagogy, technology-infused instruction, outcome-based assessment, inclusive strategies, faculty research and scholarship, and faculty wellness.

2019 Schedule

  • 9 Check-In and Light Breakfast
  • 9:30-10:30 Welcome and Ignite Sessions
  • 10:30-11:30 Session I
  • 11:30-12:30 Session II
  • 12:30-1 Lunch
  • 1-2 Session III
  • 2-3 Session IV
  • 3:00 Closing with President Clemo
  • 3:30 Social


2019 Session Descriptions

Session I: 10:30-11:30

“Gamify your Classroom!”- DAC216

Due to a changing culture and the growing popularity of video games, the concept of gamification, applying game mechanics to non-game situations, is gaining steam as a teaching strategy throughout the world of education. In this session, we will describe the development of two gamified classes within the School of Pharmacy – a Harry Potter themed biostatistics escape room and a “video game to engage first-year students in reviewing clinical practice guidelines. Additionally, we will discuss lessons learned and provide participants with tools needed to develop their own innovative class sessions, regardless of discipline. This is an interactive session where participants will be able to experience gamification through a hands-on demonstration.

Building Community in Online Classes” – DAC233

Online learning has changed over the last 10 years with more courses being offered online and with students having different expectations.  Developing a course that incorporates community building in online classes can decrease the alienation students may feel from not having face-to-face interactions and discussions a land-based classroom offers.  The virtual classroom offers challenges for keeping students engaged.  This session will present ideas and suggestions for developing a robust online class that will enhance student engagement.


Session II: 11:30-12:30

“Pedagogical Strategies for Student Peer Review and Patch Writing” – DAC 216
Writing professors all know the sinking feeling after reading an unusually well-phrased summary appearing suddenly in a piece of student writing. The voice is… different. The vocabulary is… surprising. The sentence structure is… out of character. It doesn’t take long to discover that the sentence has been either lifted whole-cloth or patch written,  a sentence borrowed from the source with one or two words neatly swapped using Word’s Synonym function. 
One could bemoan such events as failures of academic honesty. (Fair enough!) But they also indicate the need for strategies to improve students’ summary writing skills and their understanding of difficult sources. Peer review can be an integral part of the solution when paired with writing assignments that provide scaffolding to develop students’ summary writing skills. This session will offer participants strategies and example writing assignments to address these challenges.

“Popping the Question: Let’s Get Engaged” – DAC 233

Do you wish students spoke up more in class?  Do you wish that their answers were more thoughtful?  Do you wish they were prepared for meaningful discussion?  This session explores strategies to maximize student engagement using adaptable questioning techniques.

Session III: 1:00-2:00

“Teaching to “humans” rather than “students” or…All the mistake I’ve made and how I tried to fix them” – DAC216

Empathy is a fundamental tool for teaching and it can be learned and applied. Learn how I devised the biotech course to be entirely “active-learning based”. Activities will be shared for faculty to apply.

“Learning Through Discussion” – DAC233

My students don’t read assignments.  My students don’t learn by reading.  My students don’t prepare for class discussion.  My students don’t participate in class discussion.  My students don’t learn from discussion.  But active learning is supposed to: develop team skills, encourage risk taking, improve critical thinking, increase engagement, increase learning, promote creative thinking, and require student preparation.  Learning Through Discussion (LTD) is a structured process for small group discussion developed by Dr. William Fawcett Hill.  Peer-reviewed publications since 1969 have documented the effectiveness of LTD as a method for active learning.  Learning Through Discussion requires students to read and prepare for discussion.  Small discussion groups don’t allow students to “opt out” and not participate.  Because the emphasis of discussion is to discuss what wasn’t understood or what was confusing, students learn.

  1. All students read the same the same material before discussion.
  2. Each student completes the first 4-steps of a process-specific worksheet before discussion.
  3. Each person identifies they didn’t understand or found confusing in the reading.  These are potential topics for small group discussion
  4. Every member of the discussion group (~4 people) is expected to participate.
  5. All 8-steps of the discussion worksheet are covered by the group
  6. The group decides what will be discussed & sets a time budget for discussion (~ 1 hour).
  7. Everyone works to maintain the conversation, ask questions, offer their interpretations, reflections & positions on the issues.
  8. Each person should encourage others to participate if someone is not engaged in discussion.
  9. Each person separately completes steps 5-8 of the worksheet during the discussion period.
  10. At the end of discussion the instructors collects all discussion worksheets to read, respond, and evaluate.  The discussion worksheet is a graded assignment.

Session IV: 2:00-3:00

“The Scrambled Classroom: Traditional and Flipped Activities “Scrambled” Together to Achieve Successful Outcomes” – DAC216
There was an article I read recently that described this “scrambled” classroom as a mix between lecture and flipped activities. I’ve tried to cut back on my traditional lecture style classroom and mix in lots of little activities to break up the class.

“How to do the Scholarship of Teaching & Learning (SoTL)” – DAC233


In 2015, D’Youville adopted Boyer’s Model of Scholarship. The presenter will discuss examples on how to bring discipline specific research projects in the classroom, using your classroom for research on teaching and learning and presenting on your SoTL. 

2019 Conference on Teaching Innovation

The 2019 Conference on Teaching Innovation was a successful event that attracted attendees from 4 local colleges. This annual event highlights innovation in teaching and learning by D’Youville and other regional faculty members. Sessions were asked to focus on, but were not limited to, the main focus areas of the Institute for Teaching Innovation: exemplary pedagogy, technology-infused instruction, outcome-based assessment, inclusive strategies, faculty research and scholarship, and faculty wellness. Ignite sessions presenters included: Drs. David Stewart, Stacy Ruvio, Talisa Marchese, Sue Kowalewski, Manpreet Rai and Ms. Michelle Mounteney. Session presenters included: Drs. Victoria Belousova, Amany Hassan, Sue Kowalewski, Martin Kelly, Joshua Gooch, Michelle Bork, and Mr. Salvatore D’Amato.

2018 Conference on Teaching Innovation

DYC’s first Conference on Teaching Innovation took place on May 22 with over 50 campus and non-DYC attendees. The morning took place in our Kavinoky Theater with 8 faculty members presenting their “Classroom Moments”, short story-style talks about their Aha! classroom moments. After lunch, attendees got a chance to select from a list of active workshop sessions. Many faculty commented that they enjoyed the informally formal space of the Kavinoky Theater to hear diverse perspectives of their fellow faculty members. One faculty member commented that the conference was a great “platform for sharing pedagogical experiences”. Thank you to everyone who presented and attended.