Seven Levers for Deeper Learning: Research-Based Guidelines and Strategies for Improving Teaching, Assessment, and Learning
In this highly interactive keynote presentation, Tom Angelo will offer seven research-based guidelines, strategies, and related examples of simple, powerful applications to improve teaching, assessment, and student learning in and beyond our (virtual and actual) classrooms. These seven powerful, practical ‘levers’ focus on enhancing motivation, metacognition and self-direction, as well as improving formative assessment, testing and grading, and feedback on teaching. You can expect to leave this session with at least two or three specific applications to your own practice, as well as resources and references for following up.
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About Tom Angelo
Dr. Thomas Angelo serves as Clinical Professor of Educational Innovation and Research and Director of Educator Development in the UNC Eshelman School of Pharmacy at the University of North Carolina at Chapel Hill. Prior to UNC, he had served – often concurrently – as a faculty member, faculty developer, academic administrator and/or researcher at several institutions, including: Harvard University, the University of California-Berkeley, Boston College, the American Association for Higher Education (AAHE), Victoria University of Wellington (New Zealand), and La Trobe University (Melbourne, Australia).
He has directed six university teaching and learning centers, four of which he also designed and founded. Throughout, he continued to teach undergraduate courses – in political science, first-year composition, teacher education, and introductory statistics – as well as postgraduate courses in applied linguistics, assessment and evaluation, and higher education.
Tom has consulted on curriculum design, assessment, effective teaching and learning improvement in 17 countries, in all 50 of the United States and Puerto Rico, for more than 65 higher education associations/ systems, and more than 250 postsecondary institutions. He has also served as invited keynote/featured speaker at more than 90 higher education conferences nationally and internationally.
Internationally, Tom has been awarded fellowships from the Fulbright Program (Italy), the Calouste Gulbenkian Foundation (Portugal), the Carrick Institute for Learning and Teaching in Higher Education (Australia), and the Higher Education Research and Development Society of Australasia.
His current research interests focus on formative assessment, curriculum renewal and redesign, student goals and time-use, and the evaluation of graduate and professional program outcomes. Among four books and three dozen articles, Tom’s best-known publication is the seminal teaching resource, Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition (with K. Patricia Cross, 1993), with more than 100,000 copies in print.
Thomas Angelo earned his BA with Honors in government from California State University at Sacramento, a Master of Arts in political science and a Master of Education in applied linguistics – both from Boston University – and his doctorate from Harvard University’s Graduate School of Education.