You KNOW there are better ways to deliver information other than straight lecture. But what do you do when you have a lot of material to cover in a short amount of time? How do you involve learners without sacrificing content? This high-energy, hands-on keynote program will help you do just that. Discover over one dozen interactive strategies that only take a minute or two of class time. Better yet, you can use these techniques with any subject, any size class, and any age learner. Leave with a "teacher's toolbox" and a packet of brain research resources to help you turn passive listeners into active learners every time you teach.

· Professional speaker and corporate trainer
· Staff development consultant and instructor for school districts and colleges
· Author of seven popular training books
· President, Bowperson Publishing & Training
· Professional Member, National Speakers Association (NSA)
· Member, American Society for Training and Development (ASTD)

Sharon Bowman has been a professional speaker, author, teacher, and trainer for over thirty years. She works with people who want to fine-tune their information-giving skills, and businesses that want to offer exceptional in-house training programs.

Sharon turns passive listeners into active learners with her high-energy, hands-on approach to presenting and training. Her classes and seminars are practical, useful, memorable, and fun. Over 70,000 of her popular training and motivation books are now in print.

Informal Book-Signing and Chat-Time with Best-Selling Author Sharon Bowman: You've got the questions –– Sharon has the answers! Come check out her newest books, get great deals on previously published books, or just hang out and talk awhile. Join us for informal conversation and great books!

Title: Are You Really Teaching if No One is Learning?
The Morality of Assessment

In contrast to teaching as the art of storytelling, research suggests that adopting a philosophical stance of being “assessment-centered” dramatically improves the intellectual engagement between professors and students. Professors who use frequent and meaningful feedback to students, in a variety of forms, significantly increase their students’ achievement and attitudes. Furthermore, when student thinking becomes visible, instruction can be quickly modified to maximize these benefits. For us, as scholars charged with transforming our students through education, developing our facility at feedback and assessment may be the biggest challenge and moral obligation in becoming a masterful teacher.

Tim Slater is a professor at the University of Wyoming where he holds the Wyoming Excellence in Higher Education Endowed Chair for Science Education. He has just arrived at the University of Wyoming and he is creating a unique Ph.D. program in which his graduate students conduct education research on the teaching of science focusing on inquiry-based curriculum development and authentic assessment strategies, with a particular emphasis on non-science majors and pre-service teachers. Prior to joining the faculty at the University of Wyoming, Dr. Slater was a tenured professor in the Astronomy Department at the University of Arizona where he built the first Ph.D. program in astronomy education research. Professor Slater earned his Ph.D. at the University of South Carolina in geophysics and his MS from Clemson University in astrophysics. He holds two bachelors’ degrees from Kansas State University, one in science education and one in physical science. He is an author on more than 70-refereed articles, winner of numerous awards, and is frequently an invited speaker on improving teaching of science through educational research and improving teacher education.

Title: Ready?: Dramatic Change and Transcendent Learning

Are we ready? Are they ready? How can we come together and get ready? The dramatic demographic, economic, educational, and technological change at hand begs all of these questions. In this presentation we’ll explore each question and have a dialogue about how educators, workforce developers, business leaders, community members, legislators, and even parents and grandparents prepare for the trying transformations in our midst. Next, we’ll examine a set of transcendent learning outcomes--critical, creative, social, and courageous learning--aimed at preparing those we serve to live and learn well in these tumultuous times.

BIO
Dr. Mark David Milliron is an award-winning leader, author, speaker, and consultant best known for exploring leadership development, future trends, learning strategies, and the human side of technology change. Mark works with universities, community colleges, K-12 schools, corporations, associations, and government agencies across the country and around the world. He serves as Board Chair for the Institute for the Study of Knowledge Management in Education and as a Trustee for Western Governors University. He is also the founder and CEO of the private consulting and service group, Catalyze Learning International (CLI). In addition, he serves on numerous corporate, nonprofit, and education boards and advisory groups; guest lectures for educational institutions nationally and internationally; and authors and moderates the Catalytic Conversations Blog.

Mark brings to this work broad experience, having previously served as an Endowed Fellow, Senior Lecturer, and Director of the National Institute of Staff and Organizational Development in the College of Education at The University of Texas at Austin; Vice President for Education and Medical Practice with SAS, the world's largest private software company; President and CEO of the international education association the League for Innovation; and as Vice President for Academic and Student Services at Mayland Community College (NC).

While teaching at Arizona State, Mark received the International Communication Association’s Teaching Excellence Award. More recently, the University of Texas at Austin’s College of Education honored Mark as a Distinguished Graduate for his service to the education field. In 2005, PBS named Mark the recipient of its annual O'Banion Prize for transformational work in support of teaching and learning. And in 2007, the American Association of Community Colleges (AACC) presented Mark with its National Leadership Award for his outstanding accomplishments, contributions, and leadership.

Regardless of all of these activities and accomplishments, he will quickly tell you that the most important job and the greatest blessing in his life is serving as Julia’s husband, and as father to Alexandra, Richard and Marcus.