Typically held in the fall, our annual speaker luncheon brings together Suffolk faculty and a guest speaker who will enrich our community through sharing his or her area of expertise. 

Details about future luncheon events will be made available soon. You can also read synopses of past luncheon events on this page.

 

  • Fall Speaker Luncheon 2015

    Tuesday, October 13, 2015
    11:30am - 1:30pm

    Sargent Hall, 1st Floor Function Room, 120 Tremont Street 


    Dr. Susan Ambrose

    Dr. Susan Ambrose, co-author of How Learning Works: Seven Research-Based Principles for Smart Teaching, was the guest speaker at the CTSE's Annual Fall Teaching Luncheon in 2015. Dr. Ambrose is an internationally recognized expert in college-level teaching and learning. Below is a description of Dr. Ambrose's talk.

    Walking a Tightrope: Educating for the Future

    As faculty members, we are challenged to continually balance competing goals as we design educational experiences for our students. Educators, employers, parents, politicians, accrediting agencies and others have unique perspectives on the purpose of a college education, and some even weigh in on how it should be delivered. How should we appropriately weigh these differing perspectives to best prepare students for lives of fulfillment and accomplishment?

  • Fall Speaker Luncheon 2014

    Wednesday, October 1st, 2014, 9:30am, 12:30pm and 2:30pm

    Dr. Terry Doyle, expert in neuroscience and student learning

    Dr. Terry Doyle- author, nationally recognized educational consultant and Professor of Reading at Ferris State University- was the guest speaker at the CTSE's Fall Teaching Luncheon in 2014. His presented the following:

    9:30—11:30am (morning workshop): A New Paradigm for Student Learning
    What if the media and legislatures are in error about what’s wrong with American Education? What if the teachers are not the problem? What if it’s the students? It is clear from research in neuroscience, cognitive science and biology that taking certain actions prior to engaging in new learning can significantly improve learning performance. This presentation will discuss five actions students can take to optimize their brains for new learning and discuss study and memory actions that will also improve academic performance.

    12:30—1:30pm (Lunchtime Keynote): Myths and Mistakes from the Research on Teaching and Learning
    It is amazing how misinterpreted research findings like people are right-brain or left brain learners persist in today’s educational culture. This talk will discuss several learning and teaching practices that are commonly used in today’s classrooms but are not supported by brain research and are hurting students’ learning.

    2:30—4:30pm (afternoon workshop): Putting the Research on Learning into Practice
    Almost daily neuroscience, biology and cognitive science researchers reveal new insights about how the human brain works and learns. The value of this research is its potential to elevate the learning success of all students regardless of their learning situations. This research about human learning requires changes in the way teaching is approached and in what students are told about how to be successful learners. This presentation will discuss many of these new research findings and suggest ways to apply them in a higher education setting. Topics will include findings on multisensory learning, multimodal learning, use of patterns in learning, and teaching for long term recall.

  • Fall Speaker Luncheon 2013

    Tuesday, October 1st, 2013, 1-2:30pm
    Law School Function Room

    Teaching for Brain-Based Learning:
    Metacognition is the Key
    Special Guest Speaker, Dr. Saundra McGuire

    21st Century students come to college with widely varying academic skills, approaches to learning, and motivational levels. Faculty often lament that students are focused on achieving high grades, but are not willing to invest much time or effort in learning. This session will focus on the importance of helping students acquire simple, but effective learning strategies based on cognitive science principles. We will engage in interactive reflection activities that will allow attendees to experience strategies that significantly improve learning while transforming student attitudes about the meaning of learning.

     

  • Fall Speaker Luncheon 2012

    Monday, October 1st, 12-1:30pm
    Law School Function Room


    An Intersectional Model for 21st Century Excellence in Multicultural Teaching and Learning
    Special Guest Speaker, Dr. Mathew Ouellett

    How do we actively engage all students in their educational experiences and connect them to the “big” questions in our disciplines?

    How do we address complex dialogues on issues that have personal, family and neighborhood, national, and global implications?

    A focus on single markers of social identity formation can inadvertently lead some students to feel that the learning goals and activities at hand are irrelevant or too simplistic to address the questions and concerns most important in their lives. In this interactive session, we will explore concrete pedagogical strategies that build upon a more integrative and interdisciplinary understanding of today’s complex social relationships.

    Can’t make the luncheon or just want to talk more about multicultural teaching and learning? Dr. Ouellett will be holding two informal discussions for Suffolk faculty and staff.

    Morning Session: Sustaining Dialogues on Hot Topics
    10-11:30am, 73 Tremont Street, 12th Floor

    This session will be framed as an interactive conversation in which we will focus on very practical strategies for staying engaged in those moments when we and / or our students could choose to engage or disengage with each other during a "hot moment" in class.

    Afternoon Session: Continued Luncheon Topic Conversation
    2-3:30pm, 73 Tremont Street, 12th Floor

    Mathew L. Ouellett serves as the Associate Director of the newly expanded Center for Teaching and Faculty Development at the University of Massachusetts Amherst. Dr. Ouellett is also a senior lecturer in the Department of Student Development at University of Massachusetts Amherst. For many years, he taught graduate courses on the implications of race and racism for social work practice in the United States at the Smith College School for Social Work. Most recently, he authored a chapter, “Inclusivity in the Classroom,” for The Chicago Handbook for Teachers: A Practical Guide to the College Classroom, Second Edition (University of Chicago Press, 2011) and edited a volume for New Directions in Teaching and Learning, An integrative Analysis Approach to Diversity in the College Classroom (Jossey-Bass, 2011).