Office of Continuing Education 


501 South Preston Street, Suite 240
Louisville, KY 40202-1701
Telephone: (502) 852-5077
Fax: (502) 852-3994

Faculty Development:
Building a Deep Learning Environment in the Health Sciences:
What the Best Teachers Do

Open to University of Louisville HSC Faculty Only
Co-sponsored by the HSC DELPHI Center Faculty Development

(Lunch Provided)

Guest Speaker: Dr. Ken Bain

Event Date: Thursday, February 6, 2014

HSC Campus, Ambulatory Care Building (ACB) Auditorium

On-Site Sign-In: 11:30 AM. - 12:00 PM
Course: 12:00 PM - 1:00 PM

Lecture: CEU(s) - 1
Non Scientific

Education Method: Live Interactive Format
This course qualifies for non-scientific continuing education 'Increase Knowledge of Office Business Operations and Business Practices” 

Pre-Registration Required to receive Dental CEU credit

Established in June 2011, the HSC-Delphi Faculty Development Partnership seeks to:
• Enhance teaching and learning on UofL's Health Sciences Campus by providing meaningful and relevant professional development opportunityes for faculty;
• Share unit resources to promote campus-wide conversations about best practices in teaching and learning in the health sciences; and
• Address accreditation calls for continuous quality improvement to the curriculum by offering participants concrete teaching strategies and 'take-aways' for immediate implementation and relevant resources to foster further exploration and learning.

The partnership steering committee is comprised of unit representatives from Medicine, Nursing, Dentistry, the School of Public Health and Information Sciences and the Delphi Center for Teaching and Learning. With support from the deans of each school, the steering committee works together to deliver two significant professional development programs for HSC faculty annually.
to colleagues who are interested in learning more?


How do we foster experts in our field who will both know all of the conventional wisdom on the various problems we face and be prepared to confront the unusual problem? In other words, how do we foster both routine and adaptive expertise? In this interactive session, we will explore some of the research on human learning and best practices to consider how we can begin to approach the next level of learning excellence and expertise in the health sciences.

Describe attributes of “deep” learning environments
• Compare characteristics of routine and adaptive expertise in the health sciences
• Explore current research on human learning and implications for teaching
• Identify strategies for fostering learning excellence and expertise in the health sciences

ABOUT THE PRESENTER: President, Best Teachers Institute, Ken Bain spent much of his academic career at Vanderbilt, Northwestern, and New York University, before becoming provost and vice president for academic affairs, and professor of history and urban education (National Center for Urban Education), University of the District of Columbia, a post he left in July 2013. He is the founding director of four major teaching and learning centers: the Center for Teaching Excellence at New York University, the Searle Center for Teaching Excellence at Northwestern University, the Center for Teaching at Vanderbilt University, and the Research Academy for University Learning at Montclair University. In the 1970's and early 80's he was professor of history at the University of Texas—Pan American, where he also served as director of that school's University Honors Program and as founding director of the History Teaching Center, a pioneering program sponsored by the National Endowment for the Humanities to promote greater collaboration between history teachers on the secondary level and university and college research historians. From 1984 to 1986, he served as director of the National History Teaching Center, which had a similar mission on the national level.

His historical scholarship centers on the history of U.S. foreign policy in the Middle East (principal works include The March to Zion: United States Policy and the Founding of Israel, 1980; 2000), but he has long taken an interest in teaching and learning issues and in recent years has contributed to the scholarship in that area. Internationally recognized for his insights into teaching and learning and for a fifteen-year study of what the best educators do, he has been invited in recent years to present workshops or lectures at over three hundred and fifty universities and events—in the United States, Canada, Mexico, South America, Europe, Asia, Africa, and Australia. His learning research has concentrated on a wide range of issues, including deep and sustained learning and the creation of natural critical learning environments.

His book What the Best College Teachers Do (Harvard University Press, 2004) won the 2004 Virginia and Warren Stone Prize for an outstanding book on education and society, and has been one of the top selling books on higher education. It has been translated into twelve languages and was the subject of an award-winning television documentary series in 2007. The book’s sequel, What the Best College Students Do, also from Harvard University Press, won the Virginia and Warren Stone Prize in 2012, and has become an international best seller. So far, it has been translated into two languages besides English (Korean and Spanish), but other editions are forthcoming.

Dr. Bain has won four major teaching awards, including a teacher of the year award, a faculty nomination for the Minnie Piper Foundation Award for outstanding college teacher in Texas in 1980 and 1981, and the Honors Professor of the Year Award in 1985 and 1986. A 1990 national publication named him one of the best teachers in the United States. He has received awards from the Harry S. Truman Library, Lyndon Baines Johnson Library, the Ford Foundation, the National Endowment for the Humanities, and the International Studies Association, among others. He is currently completing his third book on U.S. relations with the Middle East.

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