EVENT May 19
Abstract days left 67
Viewed 111 times

Pedagogicon 2022: Relationship-Rich Education in Teaching & Learning

Organization: Eastern Kentucky University
Categories: Pedagogy
Event Date: 2022-05-19 to 2022-05-20 Abstract Due: 2022-02-09

Listen to this posting

The conference theme, “Relationship-Rich Education in Teaching & Learning,” encourages us to examine and promote strategies for teaching and learning that allow for “educationally purposeful relationships” (Felten & Lambert, 2021, p. 16) among and across students, faculty, staff, and student leaders. Approaches might consider ways we can design welcoming atmospheres on our campuses, in classrooms, in teaching and learning centers, and in academic support programs (such as tutoring, writing and communication, learning, and support centers) across campus.

Presenters are encouraged to share 

-exceptional strategies, theories, or practices that might enhance teaching and learning; 
faculty development approaches or recommendations that build on relationship-rich educational practices; or
-student engagement practices that incorporate relationship-rich educational practices.
Presenters are encouraged to engage participants through interactive activities, demonstrations, or discussions. 

Threads might include but are not limited to:

-New or emerging concepts, definitions, and practices that advance understandings of relationship-rich educational practices; 
-Strategies that promote relationship-rich educational practices amid changing higher education teaching and learning environments (across on-ground, online, and hybrid spaces);  
-Use of technology, media, or tools to enhance relationship-rich educational practices;
-Creative and innovative instructional techniques that engage students in relationship-rich learning experiences; 
-Teaching and learning strategies that promote relationship-rich education in the classroom and beyond; 
-Faculty development initiatives, programs, and processes that have facilitated successful relationship-rich practices to enhance teaching and student success;
-Strategies for incorporating diversity, culturally responsive pedagogy, and/or inclusive excellence into institutional initiatives that promote relationship-rich education;
-High-Impact Educational Practices that facilitate, reinforce, or expand upon relationship-rich education; 
-Student, student-faculty, or student-faculty-staff partnership perspectives focused on developing and sustain a relationship-rich educational culture on small and large scales; and
-New approaches for employing Scholarship of Teaching and Learning (SoTL) methods to enhance relationship-rich educational initiatives. 

Presenters will also have the opportunity to submit their work for consideration in the annual Proceedings, to be published in late 2022. 



Jamie G Shaffer