Thomas Anthony Angelo, Ed.D.

Tom Angelo serves as Clinical Professor of Educational Innovation and Research and Director of Educator Development in the UNC Eshelman School of Pharmacy at the University of North Carolina at Chapel Hill. Prior to UNC, he had served – often concurrently – as a faculty member, faculty developer, academic administrator and/or researcher at several institutions, including: Harvard University, the University of California-Berkeley, Boston College, the American Association for Higher Education (AAHE), Victoria University of Wellington (New Zealand), and La Trobe University (Melbourne, Australia).

He has directed six university teaching and learning centers, four of which he also designed and founded. Throughout, he continued to teach undergraduate courses – in political science, first-year composition, teacher education, and introductory statistics – as well as postgraduate courses in applied linguistics, assessment and evaluation, and higher education.

Tom has consulted on curriculum design, assessment, effective teaching and learning improvement in 17 countries, in all 50 of the United States and Puerto Rico, for more than 65 higher education associations/ systems, and more than 250 postsecondary institutions. He has also served as invited keynote/featured speaker at more than
90 higher education conferences nationally and internationally.

Internationally, Tom has been awarded fellowships from the Fulbright Program (Italy), the Calouste Gulbenkian Foundation (Portugal), the Carrick Institute for Learning and Teaching in Higher Education (Australia), and the Higher Education Research and Development Society of Australasia.

His current research interests focus on formative assessment, curriculum renewal and redesign, student goals and time-use, and the evaluation of graduate and professional program outcomes. Among four books and three dozen articles, Tom’s best-known publication remains Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition (with K. Patricia Cross, 1993), with more than 100,000 copies in print.

Tom Angelo earned his BA with Honors in government from California State University at Sacramento, a Master of Arts in political science and a Master of Education in applied linguistics – both from Boston University – and his doctorate from Harvard University’s Graduate School of Education.


Enhancing Motivation to Learn: Practical, Research-based Strategies
While research on motivation to learn has flourished over the past two decades, and books on this topic for the general public have become best sellers, it’s not clear how much attention higher education has paid to these advances. In this highly interactive session, participants will gain an overview of and hands-on experience with practical applications of robust research findings – some rather predictable, others quite counterintuitive – aimed at enhancing student motivation to learn. Participants can expect to take away at least three strategies they can adapt for use in their own teaching and/or academic leadership work, along with useful resources and references

Fostering Creative Thinking and Innovation: Practical, Research-based Strategies
Applied research on creativity and innovation has advanced dramatically in the last three decades. During that same time, higher education’s espoused interest in promoting these learning outcomes has increased exponentially. Today, given our nation’s and humanity’s pressing need for these skills, how well-grounded are most efforts to teach and assess them? In this highly interactive session, we’ll consider potentially transformative, research-based “lessons” learned and related practical strategies for promoting expertise, creativity and innovation.

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