You just missed Coursetune Camp 2022. Videos will be up in our video library soon. Reach out in chat if you’d like to be notified when they are available.
This year’s theme is “Changing the Conversation,” where we will explore how Coursetune changes the conversations around curriculum design, mapping, and alignment.
Our keynote speaker, Dr. Tanya Joosten, will discuss how course design impacts student success in “Approaching Intentionality: Factors that Influence Student Success.” Read the full description below.
Our three panels are
Communicating with Clarity
Using Coursetune for Accreditations and Quality Reviews
Speaking the Same Language
Diverse Perspectives on Educator Training
Building the Big Picture
New Program Development Strategies
A few of our sessions speakers from Higher- Ed, K-12, and the Workforce:
- From Relay Graduate School of Education: Jeffrey Starr, Sr. Director of Instructional Design
- From Frontier Nursing University: Rachel Risner, PhD, DNP, APRN, C-FNP, CNE, Associate Dean of Academic Affairs, and Audrey Perry DNP, CNM, CNE, Course & Curriculum Design Coach
- From University of Georgia College of Veterinary Medicine: Dr. Sherry Clouser, Director of Instructional & Curricular Innovation
- From University of Missouri College of Education and Human Development: Victoria Mondelli, PhD, Founding Director, Teaching for Learning Center, Assistant Teaching Professor, Department of Educational Leadership & Policy Analysis
- From Oaks Christian School: Lauren Travis, Dean of Instruction, Oaks Christian Online and Stephanie Niednagel, Director of Curriculum
- From Morrison Foerster: Amy Tenney Curren, Director of Attorney Learning & Development
Coursetune Camp 2022 KEYNOTE
Keynote: Approaching Intentionality: Factors that Influence Student Success
Our entire educational experience prepares us to teach, or does it? From our first day of college, we experience anticipatory socialization before we enter our profession. We learn about the roles of teachers, instructors, and faculty; we learn about schools and colleges. We may even take courses on education, teaching and learning, or pedagogy. As newcomers to our role, we rely on predispositions, past experiences, and the interpretation of others to inform our instructional practices. Eventually, we go through a metamorphosis where we have learned the attitudes and behaviors of old. Yet, too often, these instincts that we have developed may be misinformed. Some of us develop this angst about our role. Is this working? How do I know? How can I improve it? Moreover, many of us fear change and the novelty of new practices and technologies in our classrooms.”