A.T. Still University’s (ATSU) Teaching & Learning Center (TLC) is an innovative center and University-wide resource that promotes teaching excellence, development opportunities, and activities across all University programs.
The TLC is aligned to support our faculty by way of four core offerings: services, programs, research, and resources.
We are here to help!
The TLC provides faculty with quality resources, programs, and activities to promote innovative teaching- and learning-centered practices to positively affect student learning outcomes.
The Teaching & Learning Center will become the principal resource in the search for and dissemination of best educational practices for ATSU faculty in their quest to positively impact student learning.
Who we are
Quincy Conley, PhD, director of ATSU’s TLC, brings over 19 years of experience in instructional design and learning science to help solve the pressing issues instructors encounter. He combines theory, instructional design techniques, and technology to create comprehensive and versatile solutions. Dr. Conley is also a premier educational researcher. His research uses biometric scans to determine the efficacy of online and in-person learning experiences. His research interests also include augmented reality and intelligent tutoring systems.
Dr. Conley earned his PhD in educational technology from Arizona State University, and both his MA in instructional design & technology and BA in aerospace science from the University of North Dakota. In his spare time, he is an avid swimmer, and a nascent gourmet.
Areas of expertise: artificial intelligence, course design
Brittany Williams, MS, assistant director of the TLC, is a dynamic instructional designer specializing in faculty development. She is passionate about designing and facilitating interactive workshops and seminars to train faculty on innovative teaching practices. Currently, she is relentlessly focused on sharing evidence-based strategies for face-to-face, virtual, and hybrid teaching practices across A.T. Still University’s campuses. She is known for her high-energy, thought-provoking (or highly collaborative) superpowers to create a culture of teaching & learning excellence.
Born and raised in the Valley of the Sun, Williams is one of the few who can call themselves a true native of Arizona. She received her bachelor’s degree in health and physical education, and her master’s degree in organizational learning & leadership in higher education from Barry University in Miami, Florida. When Williams is not leading faculty development workshops, she enjoys yoga and spending time with her husband, Ken, and her two children, Charlotte and Savannah. They love to travel, try new foods, and stay active.
Areas of expertise: team-based learning, backwards design
Julie Speer, PhD, instructional designer, brings diverse experience and energy to the TLC. Her background in research, teaching, and mentorship gives her a unique vantage point to help learners at all levels.
Dr. Speer is enthusiastic about interdisciplinary dialogue and supporting instructors as they implement innovative and inclusive modalities into their instruction. She is passionate about conducting educational research, as well as developing equitable and engaging learning environments.
Dr. Speer earned her PhD in biomedical engineering from Washington University in St. Louis where she also received an MS in biomedical engineering and a teaching citation. She received a BS in biomedical engineering and a certificate in medical humanities from Drexel University. In her free time, she loves to run, read, cook and bake. She also enjoys listening to podcasts and learning to knit.
Areas of expertise: mentorship, inclusive pedagogy
Brenda Jackson is the senior administrative assistant of Academic Affairs. She coordinates logistics for TLC programming, assists faculty in connecting with TLC staff, as well as providing support for assessment & accreditation, interprofessional education and continuing education.
Jackson obtained her bachelor’s in business administration from Mars Hill College. In her spare time, she loves to study Arizona history, write historical fiction, develop skills in charcoal and other drawing media, and learn as much as possible about fitness and promoting lifelong mobility.
The Faculty Advisory Committee (FAC) is a panel of dean-appointed faculty charged with representing the voice of the faculty when it comes to developing solutions for University-wide teaching and learning challenges. FAC serves as a source of faculty-driven direction for the TLC. Faculty members are appointed by the dean of each college to serve on this committee and to shape the vision and goals of the center. Members appointed must be full-time didactic or clinical faculty who have demonstrated recognizable interest in or who are actively engaged in innovative teaching practices or approaches to support and deepen student learning. The committee meets annually to discuss the upcoming year’s programming plans and to develop larger objectives.
Mike Abels, DDS
ATSU - Missouri School of Dentistry & Oral Health
Jeff Alexander, PhD, FAACVPR, ACSM-CEP
ATSU - College of Graduate Health Studies
Kayla Black, PT, DPT
ATSU - Arizona School of Health Sciences
Neal Chamberlain, PhD, FNAOME
ATSU - Kirksville College of Osteopathic Medicine
Kelli Glaser, DO, FACOFP
ATSU - School of Osteopathic Medicine Arizona
Hanann Tomeh, DDS
ATSU - Arizona School of Dentistry & Oral Health
Cailee Welch Bacon, PhD, ATC
ATSU - Arizona School of Health Sciences
Innovation in health science education is the pursuit of new instructional techniques that will reach the students in more effective and exciting ways. This may include creating and applying new processes, educational technology, and instructional strategies. By attending the TLC 2021 Fall Seminar Series, you will learn more about ways you can innovate your educational approaches to enhance your students’ learning experience. Stay tuned for an email invitation soon.
Part I: “What does it mean to be innovative?”
Wednesday, September 29th at 12 PM (AZ) / 2 PM (MO)
Presenter: Quincy Conley, PhD
Part II: “Elevate the teaching and learning experience with technology”
Wednesday, October 6th at 12 PM (AZ) / 2 PM (MO)
Presenter: Brittany Williams, MS
Part III: “Educational technology to promote equity and inclusion”
Wednesday, October 20th at 12 PM (AZ) / 2 PM (MO)
Presenter: Julie Speer, PhD
If you missed any of the presentations or if you’d like to review or share the recording of them, please visit the TLC Learning Channel!
The TLC works with individuals and departments to provide consultations and teaching observations, support faculty learning communities, and create custom solutions for faculty needs.
Learn more about each of these options by expanding the menu below.
If you seek assistance related to best practices in teaching techniques, educational technology, or educational research, the TLC is here to help.
Come work with our experts one-on-one or as a teaching team or department to explore evidence-based teaching and learning practices. We welcome the opportunity to consult with educators, deans, department chairs, center directors, curriculum committees, course heads, and any others playing a role in the design, implementation, assessment, and evaluation of clinical, laboratory, or didactic teaching and learning (in-person, online, or hybrid) at ATSU.
Examples of previous consultation topics include: student engagement, formative and summative assessments, increasing equity and inclusion in the classroom, content development and organization, and the selection of educational technologies.
Ready to get started? Follow these easy steps:
In line with our goal of supporting faculty and promoting innovative teaching- and learning-centered practices, we welcome invitations to collaborate on events with teams and departments across campus.
Examples of past events have included:
To begin the process of requesting an event collaboration with the TLC, please fill out the Event Request Form. It should take approximately 15 minutes to complete and provides an opportunity for you to share details regarding your event and the goals of the session. Once your form has been submitted, it will be reviewed and a member of the TLC will contact you regarding next steps within 5 business days.
If you have questions about a potential collaboration or about the event request process, please contact the TLC (firstname.lastname@example.org).
At the TLC, we believe that the opportunity to partake in a teaching observation can benefit educators at all experience levels and can help to promote intentional, reflective instruction.
A teaching observation takes place in two parts. First, a TLC expert will observe your teaching and learning practices from within the instructional environment (clinical, laboratory, or didactic). This allows the observer to see the class “in action” and to give feedback on student engagement, instructional strategies, and content delivery. Next, you will meet one-on-one with the TLC expert to discuss what was observed and develop strategies for further experimentation, refinement, and reflection in an effort to continuously improve learning outcomes. Please note that this process is intended to support faculty development through private dialogues between the educators and TLC experts and is not part of departmental promotion and tenure evaluations.
Interested in scheduling a teaching observation? Please email the TLC (email@example.com) with your request and include the following information: a brief description of your course including whether it occurs within a laboratory, clinical, or didactic/classroom setting, the teaching format (in-person, online, or hybrid), several potential dates/times for the observation, and (if applicable) the names of co-teachers or facilitators.
A faculty learning community (FLC) is a peer-led group of faculty members who engage in an active, collaborative, year-long program, structured to provide encouragement, support, and accountability.
Currently, there are several active FLCs around campus who gather to discuss evidence-based pedagogical practices and learn from one another.
One such group is the educational research journal club. This FLC seeks to support members of ATSU’s research community who want to deepen their understanding of current trends and topics in educational research by reading and discussing articles with colleagues across the University. To learn more about this group or to join in an upcoming discussion, contact the TLC (firstname.lastname@example.org).
Are you interested in starting up a FLC for your group or topic of interest? The TLC can help bring together groups of faculty to share ideas and strategies, determine solutions, and build innovations around a common concern or interest related to teaching & learning excellence. Contact the TLC (email@example.com) to learn more.
The TLC offerings are available to any members of the ATSU community interested in developing their teaching practices.
The TLC’s Level Up! certificate program provides educators from all disciplines training in current and emerging evidence-based teaching methods to increase student learning and achievement outcomes. As a result of completing this certificate program, participants will create such things as pinpoint learning objectives, enhanced syllabi, engaging classroom activities, and intuitive learning experiences.
The ATSU Innovation in Teaching for Learning Award is a University-wide faculty recognition program award created to recognize one full-time faculty member who is incorporating innovative and/or creative teaching strategies/ideas in their ATSU course.
The award aims to
The TLC Course Design Institute (CDI) is a 7-week course that provides educators a supportive environment to learn about proven instructional practices to enhance the ability to achieve targeted learning outcomes. The CDI is open to all ATSU faculty and lecturers from all disciplines who are interested in revising an existing course or designing a new one. For more details about this program, please visit the TLC website.
SparkTank, an ATSU Teaching & Learning Center biennial event, is a creative teaching and learning grant challenge for ATSU students, faculty, and staff to spark and support the development of innovative teaching and learning project ideas.
From active learning to educational technology, we have you covered! The Teaching & Learning Center is dedicated to bringing you resources of evidence-based best practices, educational research literature, and practices.
Resources by topic
The TLC is home to a curated archive of links to articles, recordings, and other learning resources about specific teaching and learning topics such as:
Can’t find what you are looking for?
The TLC learning channel is home to a number of short instructional short videos on various teaching and learning topics. You can also find our archived presentations on this channel.
The TLC is committed to educational research. We not only seek to disseminate best practices based on evidence-based research, but we also support the scholarly endeavors of our faculty.
Can’t find what you are looking for?
This program will introduce and guide committed faculty through developing a foundation in the processes and fundamental practices of educational research at ATSU. Alongside expert researchers, you will work toward starting and/or the completion of your own individual research plan.
The 2020 TLC Introduction to Educational Research is a 10-week course for educators interested in conducting educational research activities. Applications will be accepted starting September 15th through September 30th. Stay tuned for the application announcement or check here for more information.
The TLC educational research journal club supports members of ATSU’s research community who want to deepen their understanding of current trends and topics in educational research by reading and discussing articles with colleagues across the University. Articles are selected by you, rotating each month, with the ultimate decision being made by the member facilitating the discussion for that meeting.
The TLC research writing circle supports faculty in the writing and drafting stages of their educational research. This informal group provides time to write, offers peer feedback, and helps to create structure during the writing process.