OPID Spring Conference
April 16 - 17, 2015
The 2015 OPID Spring Conference will bring together over 200 faculty and staff across many disciplines to demonstrate the UW System’s commitment to excellence in teaching and student learning. The conference will provide a forum to recognize, acknowledge, and share the expertise of faculty and academic staff who excel at teaching, value learning, and are committed to sharing their experience, knowledge, practice, and scholarship with colleagues. The intentional relationships among teaching, learning, and making excellence inclusive will be a foundation of this event.
This year's conference theme is Contemplative Pedagogy: A Confluence of Teaching and Learning.
Executive Director for the Center for Engaged Learning
Professor of History
Thursday, April 16
10:15 A.M. – 11:45 A.M.
Mindful SoTL: Inquiry in and as practice
Purposes matter. As Arthur Zajonc reminds us, our aims for student learning are “too important to be left to chance.” Having intentions, however, is not enough. Practices matter. As scholars we inquire into the results of our work. Are our students reaching our (and their) goals? Are we supporting and challenging our students (and ourselves) along the way? In this interactive session, we will explore intersections between contemplative pedagogies and the scholarship of teaching and learning. We also will consider whether a mindful approach to SoTL can enrich our students’ (and our own) learning.
American Indian Studies and Psychology
University of Washington
Friday, April 17
9:30 A.M. - 11:00 A.M
Culturally Grounded Interventions to Enhance Academic Performance
The dominant educational culture, which is largely influenced by the independent model of self, reflects a set of ideas and practices about what it means to be a “good” student, the
purpose of education, and the nature of the relationship between teachers and students. For many students, such as First-Generation College students and other racial-ethnic minority students, this model typically does not match their understandings of self, which are more likely to be influenced by the interdependent model of self. The first set of studiesexamine the sources and consequences of student success associated with a cultural match or mismatch between the students’ model of self and the dominant educational culture. The second set of studies examine how culturally grounded interventions, by way of reframing the dominant education culture, positively influences motivation and performance.