Start with the Planning a Campus Visit page for an overview. Contact me for pricing: virtual workshops are certainly less and more flexible.

Teaching with AI

Teaching and Thinking with A.I. (Keynote or combined keynote and workshop)

The excitement (and panic) surrounding A.I. is shattering expectations around assignments, assessment, class preparation and attendance, while challenging us to build more future-proof and inclusive classrooms. AI is rapidly changing how humans work and think. AI is also changing how we think about average. If AI can produce consistent “C” work than we need to update our policies and grading. AI is even changing creativity. Together, we will examine the skills and curriculum that will matter most in this new age, why articulation of ‘quality’ is essential and what policies and practices improve motivation and decrease cheating. Attendees will learn practical techniques to transform assignments and assessments.

This works best when followed with a hands-on workshop. It can also be integrated into a longer workshop setting of 2-4 hours.

Teaching with AI Workshop (Workshop following keynote)

This practical session will help you discover what AI can do for you (grant applications, communication, accreditation reports, student support and faster grading?) All assignments are now AI assignments, so we will consider a broad range of both AI-Resistant and AI-Inclusive new assignment techniques (including writing). Understanding which tasks will need human quality will be critical for new curriculum and engaging students; we can and must both reduce cheating and raise standards. We will also learn about how to select the right AI tool for different tasks, how to improve prompts and results, how to create an AI tutor and how to approach new AI policies. Bring a laptop and to learn how AI improve your work-flow and teaching, while giving you more time for the rest of your life. 

This workshop can run from 1-4 hours; everyone should bring a laptop. See below for individual workshops focused on single topics.)

Introduction to Working and Teaching with AI (Combined Intro Session and Workshop)

This practical session will help you discover what AI can do for you (grant applications, recommendation letters and faster grading?) and how students are already using it (sometimes to cheat). AI is already changing human working and thinking and it will be key to know which tasks are essential for humans to do (and for your students to learn). AI is also changing how we think about average. If AI can produce consistent “C” work than we need to update our policies around grading. AI is also even changing creativity and we will experiment with how AI can help you create better assignments, classroom exercises, and increase student engagement. engage your students. Bring a laptop and to learn how AI improve your work flow and teaching while giving you more time for the rest of your life. 

This brief (60-90m) introduction has less content but more hands-on practice; everyone should bring a laptop.

AI WORKSHOPS ON INDIVIDUAL TOPICS

AI Literacy & Prompt Engineering (Workshop)

Both faculty and students needed a new digital literacy to apply the increased critical thinking needed in the internet age, and AI literacy is a critical new skill every teacher and graduate needs. The two largest complaints about AI responses are that they are either wrong or boring, but both are often the result of poor or bland prompting. AI prompts need to provide more human context and be more literal than the ones we tend to use with a search engine. Since AI uses natural human language, it also needs human-level communication precision.: asking your AI to slow down and think more carefully can greatly improve results! The features of better prompts– task, format, voice and context–are direct extensions of the critical writing and thinking skills we already teach and value.  In this interactive workshop, you will learn how to find the right AI tool for your task and get to compare and practice with different AIs.

–Bring a device and a couple of ready AI accounts.

AI Feedback and Role-Playing  (Workshop)

Feedback is essential for learning and the best feedback is like a tennis net: objective, immediate and specific. AI makes customized and immediate feedback available for every student.: submit your code/story/lab report/business plan to an AI and ask it to find all of the security breaches/inconsistencies/loopholes/unforeseen problems. It is now easier to experiment, visualize and see implications of new ideas. In this workshop, we will learn how even very simple prompts can return useful feedback, how to use AI feedback to make student (and faculty) work better and even how to set up students to get support or have direct conversations or debates with tutors, editors, analysts, historical figures and more. AI can supply the early feedback needed to improve student work and allow them to surpass  what AI can do.

–Bring a device and a couple of ready AI accounts.

AI Grading and Policies  (Workshop)

AI is also changing how we think about average. If an AI can produce consistent “C” work than we need to update our policies around grading: why would an employer hire a “C” student if AI can do that level of work?  Together, we will design new rubrics for an AI era that articulate how human ‘quality’ goes beyond AI. We will discuss what policies and practices improve motivation and decrease cheating, and why.

–Please bring an existing rubric and any proposed or actual syllabus/campus statements about the use of AI.

AI Assignment and Assessments (Workshop)

All assignments are now AI Assignments. In the same way that the ease of finding information on the internet forced faculty to rethink what homework students did and how we wanted them to do it, we will all need an AI strategy for assignments and assessment. 

We will consider both potential strategies: making your assignments AI-Resistant or AI-Inclusive. Since most work will soon be AI-assisted work, we can help prepare students for the jobs of the future with assignments that require or suggest that students use AI to assist in completing them. Through a wide diversity of examples, we will also we how we can reducing cheating and raise standards.

–Bring a device, a couple of ready AI accounts and some assignments or assessment you want to revise.

AI and Writing: Raising the Bar (Workshop)

Writing has always been assisted by technology: erasers, typewriters, and computers all changed process and how writing is a form of thinking. How do we prepare students for a new era of AI-assisted writing? Is prompt-writing also writing? The rise of spelling and grammar checking changed grading and allowed more focus on style and content and AI could do the same. There are still ways to help students learn to write without AI, but we need to be intentional about process and version history. At the same time, writing with AI creates a need to raise the bar on quality.

Teaching Change 

These are distilled from my most recent book Teaching Change: How to Develop Independent Thinkers Using Relationships, Resilience, and Reflection (Johns Hopkins University Press, 2021). Books are available for 30% off with discount code HTWN at Johns Hopkins University Press. You can get a little preview in this TED Talkfrom 2019. The workshop focus can be adjusted to individual courses, curricular or campus integration.

KEYNOTE Teaching Change with a New 3Rs

Learning something new—particularly something that might change your mind—is more difficult than we think. A new 3Rs of Relationships, Resilience and Reflection can help us lead better discussions and reach more students. Without sacrificing content, we can design courses to increase effort and motivation, provide more and better feedback, help students learn on their own and be better able to integrate new information now and after they graduate. The case for a liberal (or liberating) education has never been stronger, but it needs to be redesigned to take into account how human thinking, behaviors, bias, and change really work. Recent and wide-ranging research from biology, economics, psychology, education, and neuroscience on the difficulty of change can guide us to redesign an education of transformation and change. 

WORKSHOP Teaching Change 

This is a practical and active workshop for all faculty that distills the latest scholarship on how students learn to change into tested techniques and best practices that work. Decades of research have brought an explosion of knowledge about how human evolution has shaped the way we remember, process, and think. Better discussions and assignments require designing for the collaborative but socially conforming human brain. We will learn how to disrupt the social reasoning (what will my friends think) that alters how we see evidence, disrupts how we experience class discussion, and interrupts our ability to change.

Teaching Naked 

Over the years, I have developed several different versions of the material covered in 

Teaching Naked: How Removing Technology from your College Classroom will Improve Student Learning (San Francisco: Jossey-Bass, 2012).  AAC&U Ness Award 2013

Teaching Naked Techniques: A Practical Guide to Designing Better Classes with C. Edward Watson (San Francisco: Jossey-Bass, 2017).

You can get 30% off either book using the code TNT30 at Wiley.

The keynotes are different frames for convincing faculty that pedagogy matters. The first emphasizes technology and how GenZ students are different while the second is more about the biology and psychology of learning. You can get some idea from this TED talk from 2013 of this keynote at Columbia. (There are dozens of versions on YouTube.) 3 hours is a good length for a workshop but I have done 90m and week-long versions. There is also a version I do as a NEW FACULTY WORKSHOP.   

KEYNOTE Teaching Naked: How Moving Technology out of your College Classroom will Improve Student Learning 

Technology, social media and gaming have changed the brains and behavior of our students and their assumptions about face-to-face experiences. The greatest value of a physical university remains its face-to-face (naked) interaction between faculty and students, but we need to redesign our courses to deliver this value. Here are easy and practical ideas for how you can better engage students through social media, rethink how and when you use technology, andincrease student preparation for better in class engagement.

KEYNOTE The Brain in the Body: Using New Learning about Learning

The convergence of new research in behavior, brain and learning sciences offers new techniques to help faculty design course environments where students will persist in the work which only they can do. Only the person who does the work gets the benefit. Faculty who understand how retrieval, interleaving, elaboration, emotion, discomfort and reflection work will be better able to design entry points, assignments and activities that motivate students to create the dense connections that improve learning and success. The emphasis is on practical, easy and brief interventions. 

WORKSHOP Teaching Naked Techniques: A Practical Workshop on Designing Better Classes 

This is a practical and active workshop for all faculty that distills the latest research on how students learn into tested techniques and best practices that work. Decades of research have brought an explosion of knowledge about how human evolution has shaped the way we process, think, and remember. Technology also provides new ways for students to receive first contact with material, enhanced opportunities to connect and create community, better ways to ensure that students are prepared for class, and new options for the sequence of learning encounters and activities. Teaching is largely a design problem, and we need to design our classes for the brain in the body. This workshop provides techniques to improve student learning while providing a process (see figure below) to guide faculty in creating better modules and courses. 

WORKSHOP Flipping 101: Designing Assignments and Activities for Massively Better Classes

Practical and active workshops for all faculty that distills the latest research on how students learn into tested techniques and best practices that work. Teaching is largely a design problem, and we need to design our classes for the brain in the body. Come to either or both.

• Workshop A: Designing Homework Students Will Do (1-3 hours)
  • clarify your design problem (for a specific section of your course)
  • identify discipline-specific online content
  • find an appropriate entry point and write conditional instructions
  • formulate pre-class test questions using Bloom levels
• Workshop B: Designing Classes Students Will Attend (1-3 hours)
  • create an assignment as class preparation
  • develop class activities as extensions and applications
  • customize a cognitive wrapper

WORKSHOP (NEW) New Faculty Workshop: From Syllabus to Assessment (This is better longer and can be delivered in a single 4-8 hour workshop, or better in smaller chunks over the summer that allow new faculty to development material in between sessions)

You have spent a lot of time in classrooms and seen both good and bad teaching, but how do you design and prepare to be a great teacher? This is an introduction to the Scholarship of Teaching and Learning (SoTL) and the best practices that can guide you to create better learning outcomes, rubrics, syllabi, communication strategies, assignments and assessments. Inclusive teaching and reaching more students is central. This workshop will improve your teaching, increase equity and save you time.

How Learning Outcomes, Rubrics and Metacognition Can Help Your Students  (This is a Pre-Workshop for faculty new to SoTL and ready to reject. It can also be used as a Pre-Workshop for revising campus learning goals: see also 3e)

Forget about technology. The easiest way to improve student learning is to bring clarity to what you want students to learn. Articulating what students will do and learn improves their performance and your course design. Rubrics can make grading faster, but they also increase learning by defining your criteria and standards. They can also help move students from a focus on grades to more engaged learning. Rubrics are especially useful for promoting higher order thinking (evaluation, synthesis or creating), and they can help clarify what seem like vague goals for students (like metacognition). 

Sample learning outcomes: faculty will

• discover the benefits of learning outcomes, rubrics and integration
• articulate good course and module learning outcomes
• design and test a rubric
• develop a cognitive wrapper for an assignment

Inclusive Teaching

This is immediately relevant material for faculty at all levels and can be delivered as anything from a 50-minute keynote to a (2-part) 6-hour workshop. Both are light on bias and heavy on practical tips (the human brain is not a computer so let’s design for real people), but for those who want more cognitive understanding of bias I can also split it into keynote (with a deeper explanation of unconscious bias) followed by the practical workshop. There is also more on bias in Part 2 of the workshop which covers difficult discussions; Part 1 focuses on things everyone in any discipline can do (greater transparency, belonging, scaffolding and engagement).  A sample Inclusive Teaching Keynote is https://www.youtube.com/watch?v=-P0LHS1wJtA. The handouts are at teachingnaked.com/handouts.

Inclusive Teaching 1: Reaching More Students

Even when we care deeply about equity and inclusion, we may not be reaching as many students as we think. Diverse students bring different assumptions about you, your material, themselves and our world. Taking the time to consider inclusion issues (yes, even in STEM fields) can make you a better teacher for everyone. All good teaching is inclusive teaching, and there are some easy and practical things you can do today (like greater transparency, belonging, scaffolding and engagement) that will improve learning for all but dramatically change the experience of under-represented students in your classes.

Inclusive Teaching 2: Difficult Conversations 

Part 2 digs deeper into the learning consequences of human bias, limited cognitive load and cultural differences. The bulk of this workshop examines the problems of thinking for yourself and how we can create structures for better discussions. We will also examine how to approach contentious issues and practice creating group rules, mapping polarities and designing discussion scaffolding. It is understandable that many faculty will want to avoid difficult topics, but here are safe ways to get students talking about the issues that most divide us. We will also consider if there are departmental practices or curricular pathways that lead to unintended consequences. 

Teaching as BIPOC Faculty (New)

This is a new session I developed for a program to support and develop Black and Latino faculty in music at the Cleveland Institute for Music. It is a chance to discuss the unique pressures and problems of teaching as a BIPOC faculty member. Topics include managing the additional duties of supporting BIPOC students, dealing with student challenges, finding support, managing resources and committee assignments, and finding mentors and sponsors.

Nudges & Student Success

These are drawn from the research in my new book, Teaching Change: How to Develop Independent Thinkers using Relationships, Resilience and Reflection, and its sequel  Nudges: How Big Data and Little Boosts Can Transform Student Achievement (title still TBC)(Johns Hopkins University Press, 2023). The second keynote has more of a tech focus, but any of these can be modified for either faculty or student affairs staff (or mixed groups). The handouts are at teachingnaked.com/handouts and you can find an early F2F version of the keynote here (the nudges start about 30m in) and a virtual version here (you have to give them an email to watch. I am the 8^th video in the window and you can skip the 15m sales pitch at the beginning.) 

KEYNOTE Nudging for Student Success: Designing for the Brain in the Body

A convergence of behavioral economics, neuro-science, and cognitive psychology applied to a array of disciplines (from voting, conservation, and health care) demonstrate how incentives, choice overload, loss aversion, social norms and implementation intentions can be used to design environments and systems that “nudge” students into better learning behaviors and greater success. Education is really a design problem—only the one who does the work, does the learning. Watching someone else do push-ups is not that useful. We can redesign schools (1) to focus on motivation, changing behavior and getting students to do the work and (2) to take advantage of new research about the psychological quirks that make humans susceptible to advertising (and other behavior nudges like saving for retirement).

KEYNOTE Nudging with Tech: New Tools for a 24/7 Connected Campus  

Students are more digital and more distracted than ever, and faculty are under pressure to connect through digital channels. New technology and new research from behavioral economics, neuro-science, and cognitive psychology (with a diverse array of applications from voting, conservation, and health care) demonstrate that technology can indeed be used to connect and “nudge” better learning behaviors and greater student success. While the technology and techniques are readily available, and used in virtually every other industry, campuses will need to rethink teaching and learning, realign workflow, and redesign responsibilities. Large campuses have a tremendous advantage here, but better sharing and integrating of services is the only way to meet increasing demands for 24/7 learning and support

WORKSHOP New Tools for Nudging Student Success

We want students to do more of the work only they can do and nudges are the design features we can use to encourage behaviors like more studying and sleep, and better follow-through and course selection. How might we use psychology and behavioral economics to design better structures and choice architecture? 

• An energy bill that tells us we use more energy than our neighbors, reduces our energy consumption. How might we use the same social norming to get students to study more? 
• Too many choices are cognitively depleting, and we defer choices or make bad ones. How might we reduce choice overload and set better defaults for course selection? 
• We work harder to preserve what we have than what we might gain. How might loss aversion or rebate grading stimulate more student effort? 
• We are more likely to vote or get a shot when we have to pick a time and make a plan. How might implementation intentions improve follow-through?

Only the person who does the work gets the benefit and what matters most for learning is S.W.E.E.T.: sleep, water, exercise, eating and time. We can indeed design policies, procedures, schedules and LMS use that will influence behavior and help students take charge of their own learning. Come see the data on why emojis work and discuss how we can make “learning everywhere” a campus reality and improve student understanding and engagement. 

Lessons Learned: Building Back Better 

After a forced reimagining of our pedagogy, campus experience, equity, use of technology, and costs, what did we learn? Can we use what we have learned to build more engaging and inclusive classrooms, create community and reimagine our pedagogy for a new age? As we prepare for more uncertainty, what best practices from the last year and more do we need to sustain? How can we capture the momentum of innovations to deliver transformative experiences, build community and reimagine our pedagogy for a new age? There will never be a better moment to improve the quality and equity of our teaching.

The New Nimble: Preparing for Uncertainty

Before COVID there were changing demographics, a need for greater equity, a problem with tuition and costs, and growing political and public sentiment that higher education needed reform. Now, after a forced reimagining of our pedagogy, campus experience, equity, use of technology, and costs, what did we learn? As we prepare for more uncertainty, what best practices from the last six months do we need to sustain? How can we capture the momentum of innovations to deliver transformative experiences, build community and reimagine our pedagogy for a new age? There will never be a better moment to improve the quality and equity of our teaching.

The Future is Hybrid

Technology, social media, Covid and now AI have changed how we all work and learn.  It has changed both faculty and student preferences for learning, while it reduced cognitive and social skills. Recent research demonstrates it even decreased conscientiousness, openness and maturity. Expectations around class preparation and attendance have shattered. With student demand for online materials supported by ubiquitous Learning Management Systems all of our courses were already hybrid.  Before we accept the new worst hybrid practices (hyflex or Friday zoom) there is a chance to adapt the best lessons from Covid to improve schedules, experiences, equity, and our use of new technology. We must capture the momentum of Covid to build more engaging and inclusive classrooms, create community and reimagine our pedagogy for a new age. There will never be a better moment to improve the quality and equity of our teaching.

Teaching Half Naked: Designing for Better Hybrid or Online Instruction

A complete redesign of all your F2F courses into the best high technology online learning is more than you can do, but we have already learned a lot about what best teaching practices and what students need during Covid. We will discuss effective communication strategies, how to create the greater structure and flexibility students are craving, motivation, engagement and support, rethinking timing, size and discovering what students themselves will and can do together. Here are ways to lower stress and reframe rather than replace. We will use your current campus technology. 

Planning for Uncertainty

Humans have a bias to wait for more certainty, but when new information is almost certain to be contradictory and random, there is no best rational response. For leaders that brings the fear of missteps and a bias to reassure and delay. The future is an ambiguous threat, but optionality and asymmetric opportunities can better position us for the volatility, stress and disorder to come. We like plans, but also need nimbleness. Efficiency becomes a vulnerability during rapid change. Leaders need to accept that we will make mistakes, but still act with urgency, transparency and honesty that you do not know the future and then iterate. 

Crisis and Innovation 

One of the first things to go in times of crisis is innovation. This happens both because we are out of bandwidth, but also because we falsely perceive that now is not the time. There is a tendency to focus on the tactical (making sure people can do their jobs from home), but disruption is the time when market share moves the MOST. There is much more opportunity for strategy when a situation is fluid, especially if the basic business model seems to be failing. Innovative ideas can be awkward, but when it is impossible to predict which new idea or which plan may be most useful in advance, we need more options, more experiments and more ability to respond quickly. We will explore a process for greater tolerance for ambiguity and uncertainty.

Curriculum, Strategy & Assessment

Here are other sessions that I have developed for campus leadership, departments, boards, conferences and mixed groups of strategy, assessment or curriculum committees. There can be customized for the size and needs of your campus. Many of them also work best when paired with some (prior) time with the senior team or the strategy planning group. The more I know about the key objectives, the better I can advocate for alignment and systems on the ground that can deliver important goals. I also do this on an hourly consulting basis.

Developing Self-Regulated Learners Through Curricular Integration (or General Education Reform)

We know what skills employers want–complex problem solving in diverse groups—but it is not enough to claim we deliver these skills. How can we devote enough time to process and integrate our curriculum to deliver the critical thinking skills that have only increased in value? The new science of learning should motivate us to re-evaluate how we must balance the safe with the uncomfortable and process with content. This workshop will focus on how to integrate our campus learning goals, further demonstrate our value, and truly graduate life-long learners who are prepared to change their minds in the face of future new information. 

Departmental or Curriculum Workshops

Curricular reform can be easier when looking at a small segment of the curriculum, a single major, capstone or an introductory sequence. The department should prepare by articulating its learning goals for the major, course or section and agree on some topics, like rethinking curricular progression and integration. These workshops are highly tailored to individual circumstances. 

Sample learning outcomes:

• faculty will review departmental learning outcomes
• faculty will explore the arithmetic of engagement and small vs. large classes 
• faculty will develop a success model rather than a weed-out model
• faculty will begin to map learning outcomes onto curriculum
• faculty will design a new course or a new unit of a new course

Learning Spaces: Technology, Architecture and Furniture

Learning environments can improve student success. Classrooms that encourage learning can be a substantial nudge for both faculty and students to change how they approach classes and each other. This workshop will begin with a wide variety of visual examples of spaces from different campuses and then outline key principles of cost-efficient classroom renovation. Eliminating computers and going to a BYOD can improve learning and lower costs, but places to share and write are even more important: screens and walls need to be shared spaces. Moveable furniture is now standard, but the common overcrowding (mostly too much furniture) is wasted money. We will discuss how to balance variety and standardization.

Strategy as the Art of Sacrifice

Strategy is about improving your odds for success through difficult choices. The first choices are the most important: exactly who do you reasonably serve, why and how? Strategic plans are often neither strategic nor a plan and end up as useless wish lists. It is critical that your institution’s mission, focus and outcomes be distinctive, but also uniquely deliverable by only you. (So “excellence in all things in not a strategy” unless you are Harvard.) You need a “what” but especially an individual “how.” Student learning and growth will, of course, be at the center, but your campus will need a unique way of delivery (a special “how”) that distinguishes your experience. Alignment of capabilities and assessment measures to support your initial choices will complete the set of choices that comprise a real strategy. 

Assessment as Strategy: You are what you measure

Assessment has to be a part of any strategy—it is how we get better. I propose a framework for how we rethink the value and use of assessment to create a culture that supports risk, evaluation and constant improvement. This workshop will lead participants through a series of practical hands-on exercises that begin by examining what matters most to students, faculty and institutions. You will articulate what is distinctive about your institution’s mission, focus and outcomes and then design ways to measure some of those things. The emphasis is on ambitious and meaningful goals, and not just measuring what is easiest or most quantitative. We will design assessment as feedback to motivate changes in behavior. We will also look at how to assess course design and how to support personal development through assessment. 

Alignment and Nudges as Strategy: You are What You Do

Your distinctive mission, focus and outcomes should guide alignment of resources, integration of services and experiences, and how you design nudges. This work explores the unique opportunities on your campus to connect, align and create distinctive experiences and then at you can further promote student success by how you set up choices (nudges). We can design policies, procedures, schedules and LMS use that will influence behavior, make “learning everywhere” a reality, and help students take charge of their own learning. Everything on your campus matters for student success. 

Motivating, Supporting & Nudging Change in Faculty 

New structures & tools for motivating and nudging faculty to change, take more risk and redesign courses and curricular paths. Students and faculty both learn best when we combine high standards with a supportive environment where failure can lead to change.  Course evaluations (with ONE common high value question) and the structure of faculty activity reports are two examples of key nudges. 

Building Innovation into Campus Culture

Starting with a discussion of the current unique culture on your campus, we will consider a range of new processes, structures, groups (like innovation pyramids) to encourage collaboration and risk. Innovation requires both a culture of trust and processes and structures that support new ideas.

Further Information

SIZE: There is no limit on the number of participants in either the keynote or the workshop. 

CUSTOMIZATION Sessions will be combined and adjusted to fit your needs.

TIMING: Most sessions can be shortened or extended, although a few minimum lengths are noted for best results. 

SET-UP: Workshops work best with round tables and not lecture seating. I am happy to demonstrate the advantages of your best new classroom, technology or seating.

TECH: For some workshops, participants may be asked to bring a syllabus or a course idea plus a laptop or another device (with internet access). WiFi is required for most sessions.

30% off BOOKS: These discount codes provide for 30% for books purchased directly from the publisher. This code can also be given directly to faculty Both often provide deeper discounts for bulk orders:

Teaching Change: How to Develop Independent Thinkers Using Relationships, Resilience, and Reflection, Code HTWN at https://jhupbooks.press.jhu.edu/title/teaching-change.

Teaching Naked or Teaching Naked Techniques  Code TNT30 https://www.wiley.com

HANDOUTS: I can provide handouts, which can also be downloaded from https://teachingnaked.com/handouts/

VIDEO: You may video the workshop/keynote, but I retain all rights for the content and all rights for distribution beyond your campus.

FEES: Contact me.

VIDEO CLIP SAMPLES

Read More Book and Faculty Reviews  HERE

Sample Faculty Reviews

The Keynote was one of the best I have I had heard. Out of the park hit! I had a greater appreciation of the new generation and how to approach them more effectively. 

Keynote is a ROCK STAR!! I’ve been coming for 7 years and all were good, but this is amazing. Jose Bowen is an outstanding speaker and the workshop was even better.

The BEST convocation speaker we have had by far in 19 years!! Funny, engaging and USEFUL!! Dozens of ideas I will use next week.

Every single comment about your portion of the program has been over the top.  My staff, jaded and overworked, wouldn’t go home until we sat and debriefed.  I sold out of books, and I had bought out the supply at Amazon and Walmart.  

Sample Reviews of Teaching Naked

“This is one of the most exciting books I have read in a long time.  I could not stop sharing quotes from it with my wife (also an educator), while reading it. It provides incredible insight and foresight in a fresh and bold analysis of what we could be doing and should be doing with technology in higher education.”  Professor L. Dee Fink, author of Creating Significant Learning Experiences

“This is an important book.  Everyone who is concerned about the future of higher education should read it.  In a highly readable and lively style, Bowen makes the most intelligent argument I’ve encountered about how we should think about teaching and learning and emerging technologies.  It is also a powerful guide to more effective teaching and deeper learning.” Professor Ken Bain, author of What the Best College Teachers Do

Sample Reviews of Teaching Naked Techniques

“Teaching Naked Techniques masterfully integrates pedagogy and technology. Saving you days of research, it identifies novel online resources for students’ first-exposure assignments and software for developing your own videos, podcasts, quizzes, games, and other learning activities. And what could be more helpful than the step-by-step application guide, examples, key concepts/summary, and annotated resources that each chapter provides?” Linda B. Nilson, Ph.D., director emeritus, Office of Teaching Effectiveness and Innovation, Clemson University

“In Teaching Naked Techniques you have as rich a resource for assisting higher education teachers in how to improve their course design, transform their ideas about what makes a successful teacher and most importantly, how to improve students’ learning as has been written in a generation. Whether you are just beginning your teaching career or are a thirty-year veteran you owe it to your students to read this remarkable book.”  Terry Doyle, author of Learner Centered Teaching and co-author of The New Science of Learning, and Professor Emeritus, Ferris State University

Sample Reviews of Teaching Change

“This timely, remarkable, and welcome book offers advice to stem the decline in how we teach in our schools and colleges. Bowen articulates fundamental principles about what learning and teaching should be in the twenty-first century. This book’s clear insights and advice will benefit faculty and administrators as well as students and parents. It speaks directly and without condescension, in plain language, about how we can achieve excellence and equity in education.”      Leon Botstein, President, Bard College

“Teaching Change is an essential book for college instructors. Bowen tackles critical questions about the purpose of education, arguing that the goal is to bring about change. This book is grounded in theory and research while simultaneously brimming with practical suggestions for designing and developing instruction that facilitates student learning.”  Claire Howell Major, University of Alabama, coauthor of Collaborative Learning Techniques: A Handbook for College Faculty