june 2–4, 2017•st. louis, missouri - magnapubs.com · gigi saunders, missouri state university...

JUNE 2–4, 2017•ST. LOUIS, MISSOURI

2 THE TEACHING PROFESSOR CONFERENCE 2017

PROGRAM-AT-A-GLANCEFRIDAY, JUNE 2

7:30–8:30 am Registration Open to Preconference Participants Only—Room: Landmark Foyer, Landmark Ballroom Floor 8:30 am–8:00 pm Registration Open to all Participants—Room: Landmark Foyer, Landmark Ballroom Floor 8:30 am–4:30 pm Preconference Workshop: Faculty Development through the Lens of Learning—Registration and Fee Required.

Includes Breakfast and Lunch—Room: Crystal Ballroom, 20th Floor; Crystal Ballroom elevator is on Lobby Level8:30 am–Noon Preconference Workshop: Any Questions? A Practical Approach for Increasing Students’ In-Class Questions—

Registration and Fee Required—Room: Landmark 1-2, Landmark Ballroom Floor 8:30 am–Noon Preconference Workshop: Using Learning and Teaching Philosophies to Teach and Learn—Registration and Fee

Required—Room: Landmark 4, Landmark Ballroom Floor8:30 am–Noon Preconference Workshop: Creative Course Design—Registration and Fee Required—Room: Landmark 5-6,

Landmark Ballroom Floor10:00 am–8:00 pm Exhibitor Displays Open—Room: Majestic Ballroom Foyer, Level 21:00–4:30 pm Preconference Workshop: From Fear to Freedom: Facilitating Meaningful Conversations about Diversity in the

College Classroom—Registration and Fee Required—Room: Landmark 1-2, Landmark Ballroom Floor1:00–4:30 pm Preconference Workshop: Learning Assessment Techniques: An Integrative Approach to Promoting and

Assessing Deep Learning—Registration and Fee Required—Room: Landmark 4, Landmark Ballroom Floor1:00–4:30 pm Preconference Workshop: Tools and Strategies that Promote Deep Engagement with Assigned Readings

Registration and Fee Required—Room: Landmark 5-6, Landmark Ballroom Floor3:00–8:00 pm Poster Sessions—Room: Majestic Ballroom Foyer, Level 25:00–6:30 pm Conference Welcome and Opening Plenary Session—Active Learning for Busy Skeptics and True Believers—

Room: Majestic Ballroom, Level 26:30–8:00 pm Reception, Poster Sessions, and Exhibitor Mingle—Room: Majestic Ballroom Foyer, Level 28:00 pm Dinner and evening on your own

SATURDAY, JUNE 3 7:30 am–2:00 pm Registration Open—Room: Landmark Foyer, Landmark Ballroom Floor 8:00 am–5:00 pm Exhibitor Displays Open—Room: Majestic Ballroom Foyer, Level 27:30–8:30 am Continental Breakfast—Room: Majestic Ballroom, Level 28:45–9:45 am Concurrent Sessions10:15–11:15 am Concurrent Sessions11:30 am–12:30 pm Lunch—Room: Majestic Ballroom, Level 212:45–1:45 pm Concurrent Sessions2:15–3:15 pm Concurrent Sessions3:45–4:45 pm Concurrent Sessions4:45 pm Dinner and evening on your own

SUNDAY, JUNE 47:30 am–Noon Registration Open—Room: Landmark Foyer, Landmark Ballroom Floor 7:30–8:30 am Continental Breakfast—Room: Majestic Ballroom, Level 28:30–9:30 am Breakfast Plenary Session: Zest: Leveraging the Power of Curiosity and Interest—Room: Majestic Ballroom, Level 29:45–10:45 am Concurrent Sessions11:00 am–Noon Concurrent WorkshopsNoon–1:00 pm Lunch—Room: Majestic Ballroom, Level 21:00 pm Conference adjourns

3THE TEACHING PROFESSOR CONFERENCE 2017

POSTER SESSIONSFRIDAY, JUNE 2

3:00–8:00 pm

Room: Majestic Ballroom Foyer, Level 2

Accessibility and Inclusion in Health Professions Education: Disabled Student Perspectives Giuli Krug, University of Missouri–Columbia

An Experiential Learning Project Addressing Homelessness in Horry Country, SCStephanie Southworth, Coastal Carolina University

Assistive Technology for Supporting Diverse Learning Styles in Higher EducationMarina Gair, St. Francis College

Behaviors of Successful Non-Math Majors in Math Intensive CoursesKerrie Taber, University of Arkansas Fort Smith

Beyond One-Size-Fits All: Teaching in a Multicultural ClassroomRutherford Cd. Johnson, University of Minnesota Crookston

Build Your Own Company: An Active Learning Approach for Teaching ManagementAlexandra White, Luther College

Calculus for All: Taming the Beast Through Course DesignVidal Olivares and Steve Shattuck, University of Central Missouri

Clicker Usage Increases Retention Versus Other Review Methods, Justifying CostsSusan Klarr, Leisa Morrison-Goal, Justin Ways, and Tami Steveson, Mercy College of Ohio

Creative Strategies to Facilitate Active ReviewKathryn Bruce, Life University

Data-Driven Applications Inspiring Upper-Division Mathematics Chris Camfield, Hendrix College

Documenting Adjunct Faculty Development through e-PortfolioTimothy Schaffer, Mercy College

Engaging Students by Going the Extra MileAlissa Fial and Teresa Hartman, University of Nebraska Medical Center

Examining Student Learning Outcomes from an Urban Food Systems Study Tour in the United StatesEleni Pliakoni, Ryan Dostal, David Loewen, Cary Rivard, and Candice Shoemaker, Kansas State University

Flipping Out in the Statistics ClassroomWendine Bolon, Monmouth College

Go Viral! Use Social Media and Mobile Technology to Engage StudentsScott Weiland, King’s College

Implementing e-Portfolios Across an Undergraduate Curriculum Kim Theodos, Jessica Dolecheck, and Paula Griswold, University of Louisiana at Monroe

Improving Instructional Practice through ReflectionAnn Beste-Guldborg, Minot State University

Information Literacy on the Go! Adding Mobile to Engage StudentsAlice Schmidt Hanbidge, Tony Tin, Nicole Sanderson and Binjie (Charlie) Liu, Renison University College, Affiliated with University of Waterloo

Integrating Socratic Seminar with Twitter in Teacher Preparation CoursesTimothy Watkins, Delta State University

Inter-professional Education: What is it You Really Do?Ann Beste-Guldborg and Holly Pedersen, Minot State University

Lessons Learned from the Implementation of a Lecture Capture SolutionJohn Miko, Eric Ecklund, Tricia McFadden, and Angela Seidel, Saint Francis University

Master Class Applications in the Health Sciences—Evidence from the FieldMark Erickson and Sara North, Carroll University

Mentoring—The Story of the Newbie and the VeteranKristi Berg and Tawyna Bernsdorf, Minot State University

Multimodal Teaching Methods Applied to Complex Processes and Abstract ConceptsElke Scholz-Morris, Methodist College UnityPoint Health

Pilot Study: Using OER for Professional Development on Learning ScienceJennifer McKanry, Washington University in St. Louis


Program Learning Outcome (PLO) Assessment: Designing Effective Signature Assignments and Grading RubricsToni Fogarty, California State University East Bay

Promoting Pedagogic Change in Sessional (Adjunct) Teaching StaffJennifer Honor, UTS:Insearch

Psychological Student Syndrome on a Small Midwestern College CampusKelli Gardner, Peru State College

Rigor: Codifying a Communal Definition and PedagogyCatheryn Weitman, Texas A&M International University, Lynn Hemmer, Texas A&M University, Corpus Christi, Jill Farrell, Barry University

Scaffolding the Development of Conceptual Models Using Analogies and SimulationsGigi Saunders, Missouri State University

Service Learning in the Online Environment: Student Values and PerceptionsCasey Mace, Melody Madlem, Tishra Beeson, and Jill Hoxmeier, Central Washington University

Service Learning: Lamentations and LiberationKathleen Rathje Zumpfe, Doane University

Student Engagement and Learning Through Cocurricular ActivitiesPaula Griswold and Stacy Starks, University of Louisiana Monroe

Teaching PREP (Professors Reviewing Excellent Practices) Course for New FacultyDennis Buckmaster, Purdue University

Technology Barriers in the University Classroom: The Laptop FactorAnne Lorio, Georgia State University

Technology-based Active Learning in a Biology Program at an HBCUAndrew Lloyd, Delaware State University

The Factoring FlowchartKyle Muldrow, DeVry University

The Good, the Bad, and the Ugly of Audio FeedbackSusan Stillwell, University of Portland

The Impact of Community Context upon Instruction in Higher EducationDoug Feldmann, Northern Kentucky University

Top 10 Tips to Make Your Online Course Content AccessibleAnn Marie VanDerZanden, Iowa State University

Using Avatars to Engage Students Prior to Class: An ExperimentPamela Lee, Shannon Jackson, and Zachary Smith, Saint Leo University

Using Open Educational Resources to Teach Social Implications of ComputersSusan Pfeifer, Valley City State University

Using Perspective-Taking Activities to Improve MetacognitionLisa Vinney, Illinois State University

Using Student-Generated Questions to Promote Student LearningPaul Clikeman and Jon Messer, University of Richmond

POSTER SESSIONS, CONTINUED


COMPLETE PROGRAMFRIDAY, JUNE 2

7:30–8:30 am

Registration Open—Morning Preconference Workshop Participants OnlyRoom: Landmark Foyer, Landmark Ballroom Floor Registration is open for those registered for one of the four preconference workshops taking place on Friday morning.

8:30 am–8:00 pm

Registration Open—All Participants Room: Landmark Foyer, Landmark Ballroom Floor Registration is open to all participants.

8:30 am–4:30 pm (Includes breakfast and lunch)

Preconference Workshop: Registration and Fee RequiredFaculty Development through the Lens of LearningNicki Monahan, faculty advisor, George Brown College; Anne Tumbarello, director, Faculty Professional Center, Molloy College; Josie G. Baudier, instructional designer, faculty developer, Kennesaw State University; Olena Zhadko, director of Online Education, Lehman College, CUNY; and Amy B. Mulnix, founding director of the Faculty Center at Franklin and Marshall CollegeRoom: Crystal Ballroom, 20th Floor; Crystal Ballroom elevator is on Lobby Level

Would helping faculty see themselves as learners, instead of as teachers, impact engagement and enthusiasm in your programming? This preconference workshop explores how a simple shift in perspective can significantly change the direction of faculty development and drive instructional change at institutions. Led by a team of experts, you’ll learn with and from your peers about program format, participation, training, and communication. You’ll create a personal action plan for faculty development on your campus.

8:30 am–Noon

Preconference Workshop: Registration and Fee RequiredAny Questions? A Practical Approach for Increasing Students’ In-Class QuestionsSteve Snyder, professor, Grand View UniversityRoom: Landmark 1-2, Landmark Ballroom Floor

Much has been written about creating natural critical learning environments, places where students feel free to pose stimulating questions and pursue interesting answers. But beyond asking whether they have any questions, how much do we put students’ questions at the heart of our everyday pedagogy? Asking questions, like academic writing or information literacy, is an acquired skill. It’s what Aristotle called techne: something we can only learn by doing. In this interactive session, we

will explore an approach for helping students pose stronger knowledge generating questions during class. You will leave with several practical exercises that put student-created questions front and center.

8:30 am–Noon

Preconference Workshop: Registration and Fee RequiredUsing Learning and Teaching Philosophies to Teach and LearnNeil Haave, associate professor, University of AlbertaRoom: Landmark 4, Landmark Ballroom Floor

We will explore how the preparation of learning philosophy statements by students promotes their deeper understanding of learning. Learning philosophy descriptions also have merits for teachers. They can prompt a reexamination of our teaching philosophies and help us better align our beliefs about learning with our practices in the classroom. At the end of the session, participants will be able to state the value of learning philosophy statements; see how they can be incorporated into their courses; examine their own learning philosophies; and build stronger connections between beliefs about learning and instructional practice.

8:30 am–Noon

Preconference Workshop: Registration and Fee RequiredCreative Course DesignKen Alford, professor, and Anthony Sweat, assistant professor, Brigham Young UniversityRoom: Landmark 5-6, Landmark Ballroom Floor

This interdisciplinary, interactive workshop will equip you with tools, principles, and processes to find creative solutions for your teaching and learning challenges. You’ll learn to demonstrate creative and innovative learning approaches; experience the value of interdisciplinary thinking to solve learning challenges; apply creative approaches to your course outcomes and assessments; and find new excitement for teaching and collaborating in your discipline.

10:00 am–8:00 pm

Exhibitor Displays OpenRoom: Majestic Ballroom Foyer, Level 2Stop by and say hello to our exhibitors, and learn about their products and services that support teaching and learning.

1:00–4:30 pm

Preconference Workshop: Registration and Fee RequiredFrom Fear to Freedom: Facilitating Meaningful Conversations about Diversity in the College Classroom

Tolulope Noah, assistant professor, Azusa Pacific University and Tasha Souza, associate director for the Center for Teaching and Learning and professor, Boise State UniversityRoom: Landmark 1-2, Landmark Ballroom FloorFaculty and students often fear engaging in conversations about


issues of diversity. This may stem from concern about saying the wrong thing or simply feeling ill-informed or ill-equipped. However, avoidance does not lead to empathy or reconciliation.

In this interactive workshop, participants will learn practical strategies for facilitating meaningful conversations about diversity in the classroom setting. The workshop will address techniques for creating a safe classroom environment where students are willing to engage in discussions about diversity, as well as activities for helping students develop greater awareness of their personal cultural identities and biases. Furthermore, we will explore techniques for helping students learn about diverse perspectives, as well as strategies for fostering interaction with diverse people.

1:00–4:30 pm

Preconference Workshop: Registration and Fee RequiredLearning Assessment Techniques: An Integrative Approach to Promoting and Assessing Deep LearningClaire Howell Major, professor, University of AlabamaRoom: Landmark 4, Landmark Ballroom Floor

Today’s college teachers are under increased pressure to teach effectively and to provide evidence of both what and how well students are learning. Learning Assessment Techniques (LATs) reflect a new vision of teacher-led classroom assessments designed to promote and document learning. Attendees will learn how LATs integrate three key elements of effective teaching as they work through the six-step LAT Cycle. By the end of the workshop, participants will be able to identify significant learning goals; write a learning objective; choose an instructional technique to help students achieve the objective; gather evidence of learning; and document student learning.

1:00–4:30 pm

Preconference Workshop: Registration and Fee RequiredTools and Strategies that Promote Deep Engagement with Assigned ReadingsOliver Dreon, associate professor, and Jennifer Shettel, associate professor, Millersville University of PennsylvaniaRoom: Landmark 5-6, Landmark Ballroom Floor

Despite successfully navigating their K-12 courses, many students enter post-secondary education ill-equipped to handle the reading demands expected in their college-level classes. Instructors can help their students better critically analyze text and recognize details and patterns to inform their understanding by employing close reading strategies. While it is important to note that asking students to read closely is not a novel idea, it is a skill with which many students—even those who consider themselves proficient readers—continue to struggle. In fact, getting students to read at a deeper level and demonstrate more than a surface understanding of the text that they are interacting with is a critical reading skill that spans all disciplines.

3:00–8:00 pm

Poster SessionsRoom: Majestic Ballroom Foyer, Level 2

5:00–5:15 pm

Conference WelcomeDavid Burns, vice president and publisher, Magna Publications and Maryellen Weimer, editor, The Teaching Professor newsletter and professor emerita, Penn State BerksRoom: Majestic Ballroom, Level 2

5:15–6:30 pm

Opening Plenary SessionActive Learning for Busy Skeptics and True BelieversMichael Prince, professor, Bucknell UniversityRoom: Majestic Ballroom, Level 2

Active learning has consistently been shown to be more effective than traditional instruction for promoting learning, motivation, and student retention in STEM programs. Despite this overwhelming research support, instructors have a number of significant concerns about adopting active learning techniques in their own classes. Common concerns include worries about preparation time, content coverage, and student resistance to new teaching methods. This session will introduce quick and simple active learning techniques that are effective, require little preparation or class time, and which generate little or no student resistance.

6:30–8:00 pm

Reception, Poster Sessions, and Exhibitor MingleRoom: Majestic Ballroom Foyer, Level 2

Enjoy hors d’oeuvres while visiting the interactive poster sessions. Several faculty members will present visual represen-tations highlighting content of a model or strategy for teaching and learning. Conference attendees can meet directly with the presenters to discuss the project, program, or research. This is also a good opportunity to visit the exhibitors displaying products and services that support teaching and learning.

8:00 pm

Dinner and evening on your own


SATURDAY, JUNE 3

7:30 am–2:00 pm

Registration OpenRoom: Landmark Foyer, Landmark Ballroom Floor

7:30–8:30 am

Continental Breakfast Room: Majestic Ballroom, Level 2

8:00 am–5:00 pm

Exhibitor Displays OpenRoom: Majestic Ballroom Foyer, Level 2

Stop by and say hello to our exhibitors, to learn about their products and services that support teaching and learning.

8:45–9:45 am

Circles of Innovation: Bricks, Clicks, and Teacher TricksThis session will be offered again on Sunday at 9:45 amJames May, Sharon May, and Terry Rafter-Carles, Valencia CollegeRoom: Landmark 1-2, Landmark Ballroom Floor

This interactive session highlights a variety of techniques designed to leverage bricks (brick and mortar best practices), clicks (cutting-edge digital tools), and teacher tricks (best practices from game theory, brain science, and viral learning). Learn new methods to keep your teaching fresh and invigorate today’s learners. We discuss digital and pedagogical shifts and the expectations of learners in the twenty-first century. Experience and identify a variety of bricks, clicks, and teacher tricks to apply in your own classroom.

Learning goals:• Define mixed media, mashups, and mobile communications• Apply transactive thinking and learning • Adapt to the massive digital and pedagogical shift taking place• Apply game theory and design viral content

Pushing Possibilities into Pedagogy: Evidence from an Educator Preparation ProgramJenna Voss, Fontbonne UniversityRoom: Landmark 3, Landmark Ballroom Floor

Explore how to improve programs through the implementation of evidence-based practices. Combining an understanding of basic andragogy and principles of adult learning, we will critically review actions that you can take to improve your own instruction and your students’ learning. As we reflect on the process of teaching and learning, we also consider the principle that learning depends upon memory. Memory may be strengthened through the implementation of some concrete strategies, namely retrieval practice. But will these work for your learners and with your content?

Learning goals:• Identify key practices that need further exploration• Implement concrete strategies for improving memory• Recognize challenges in your classroom• Document personal targets: something you want to read

more about, immediately implement in your courses or in your own learning goals

Fostering Grit to Increase Student SuccessThis session will be offered again on Sunday at 11:00 amAmanda Wilson, Oral Roberts University and Sarah Ramsey, Northeastern State University Room: Landmark 4, Landmark Ballroom Floor

Grit can be a predictor of success in academics and life. Our research focuses on how college students connect grit to completing their degree and future careers. Through mixed-methods research, we determined grittier students were others-oriented and purposeful in their pursuits. This session teaches how to foster grit in your students by connecting their sense of purpose to their studies, and provides learning activities that you can incorporate into your classes.

Learning goals:• Assess and critically examine the concept of grit• Articulate recommendations to increase grit and purpose• Identify active learning assignments that foster grit and

purpose• Develop an action plan for implementation

Connecting with Students in Large ClassesAnthony Sweat and Hank Smith, Brigham Young UniversityRoom: Landmark 5-6, Landmark Ballroom Floor

When students make a personal connection with the professor and other students it results in positive cognitive/affective outcomes. However, in large classes, students can feel isolated and not know or even meet the professor. This session offers practical strategies to connect with your students and one another in large-section classes.

Learning goals:• Apply theories of teacher/student connections and increase

student achievement• Connect with students in large classes• Evaluate connection strategies for effectiveness• Create a personalized plan to connect with students in your

individual teaching setting

Making Connections: Teacher Collaboration to Promote Student TransferenceRebecca Wigglesworth and Claudine Bedell, Saint Michael’s CollegeRoom: Landmark 7, Landmark Ballroom Floor

From a student’s perspective, college courses can seem like isolated silos. As instructors, we often assume students connect across classes; program evaluations demonstrate differently. Understanding by Design by Wiggens and McTighe offers a more deliberate approach to collaboration that deepens students’ understanding by improving the transfer of knowledge and


skills. We offer specific approaches to collaboration, instructional design, and assessment that are not related to specific course content, but can be generalized and applied to most fields. This session presents and analyzes survey results, student work, and student response data that can be generalized across curricula.

Learning goals:• Ensure transfer of knowledge, understanding, and skills

across the curriculum of two courses• Design two courses using the curriculum mapping process• Explore the collaborative process and teamwork involved• Apply the proficiency-based assessment system to measure

growth

Engaging Students from Multiple Disciplines: Inter-professional EducationCris Finn and Lynn Wimett, Regis UniversityRoom: Gateway A, Gateway Level

Teaching strategies that inspire and engage students at a distance can be particularly challenging when students come from multiple disciplines and have been socialized into a less-than-collaborative system. We explore how innovation technology can meet millennial student expectations and actualize active learning. Through videos, lecture capture, and roundtable discussions, you can stimulate students from multiple professions and create solutions together.

Learning goals:• Identify the value of inter-professional education• Explore innovative technologies to IPE• Inspire and motivate adult learners• Encourage students to learn with, from, and about each

other

Interdisciplinary Multimodal Faculty DevelopmentMary (Janie) Szabo and Sarah Summers, Rose-Hulman Institute of TechnologyRoom: Gateway B, Gateway Level

Faculty are critical in the adoption, diffusion, and institution-alizing of multimodal pedagogies. Faculty development provides necessary skills acquisition and instructional improvement, but faculty need to be motivated to participate. We analyze our multimodal faculty training through the lens of Wergin’s ACRE Model (2001) to demonstrate how we support faculty motivation to adopt multimodal pedagogies at our institution. Our recom-mendations—actionable across institutions and disciplines—require little in the way of financial resources, instead relying on building relationships and encouraging autonomy, community, recognition, and efficacy (ACRE).

Learning goals:• Explore the importance of adopting, diffusing, and

institutionalizing multimodal pedagogies• Analyze a program from your institution leveraging the

ACRE model• Identify and examine digital tools for enhancing multimodal

pedagogies• Form or improve communities of practice at your institution

Unlearning to Teach: Insights into Journeys of Community College AdjunctsJan Tyler, Purdue UniversityRoom: Missouri, Gateway Level

What happens when practitioners or professionals decide to teach as adjunct instructors? How do they approach teaching, particularly in an environment of underprepared students? Perhaps this was how you began your teaching career, or maybe you currently work closely with part-time faculty at your institution. In this session, we explore adjunct faculty perceptions of unlearning to teach. We consider the power of self-reflection in transforming as teachers and unlearners.

Learning goals:• Reflect on your own experiences in teaching/learning

contexts • Analyze and discuss theoretical models of adjunct faculty

unlearning experiences• Consider the relevance of reflection in transforming teaching• Reframe your teaching practice in ways that benefit you and

your students

Group vs. Collaborative Learning: Knowing the Difference Makes a DifferenceJane Scheuermann, Chippewa Valley Technical College Room: Crystal Ballroom, 20th Floor; Crystal Ballroom elevator is on Lobby Level

Have you noticed that when placed in groups, students don’t necessarily work together? Discover how collaborative learning is more than just arranging students in groups and the benefits of creating a collaborative culture in the classroom. Participate in both a group activity and one structured in a collaborative format to make comparisons and leave with a “toolbox” of collaborative strategies to try!

Learning goals:• Differentiate between group work and collaborative learning• Examine the benefits of using collaborative learning• Explore ways to structure content in a collaborative setting• Discover collaborative activities for implementation in your

own classroom

Not Making the Grade: Grading Systems and Outcomes Based LearningChris Sinclair and Connie Winder, George Brown CollegeRoom: Portland/Benton, Mezzanine Level

This session explores the applicability of current grading systems in postsecondary institutions employing outcomes-based pedagogy. The growing body of research supporting outcomes-based learning led to a wide embrace of learn-er-centered pedagogy in postsecondary institutions. To date, grading systems have remained largely static despite significant pedagogical shifts. This session re-examines these systems to interrogate their compatibility with outcomes-based, student- centered learning.

Learning goals:• Identify underlying assumptions of a ranked (i.e. “A”–“F”)

letter grading system


• Explore the implicit assumptions about assessment in outcomes-based learning (OBL) pedagogy

• Understand the mismatches between OBL and ranked grading systems and identify possible improvements or alternatives

• Appreciate the risks and benefits associated with changing existing systems used to communicate student achievement

We’re Going to Need a Bigger Boat: Constructively Addressing Religiously Loaded IssuesBrad Bull, Tennessee Tech UniversityRoom: Parkview/Aubert, Mezzanine Level

From the issue of creationism/evolution in biology to social science discussions on abortion, religion influences our preconceptions and conversations. Often, a better-safe-than-sorry approach leads to religious dogma becoming the ignored elephant in the classroom. Developmentally, college students’ narrow dualistic thinking often contributes to resistance or hostility toward new ideas. However, their zone of proximal development has them primed to learn more integrative levels of analysis.

Learning goals:• Nurture open-mindedness• Enhance autonomy that values traditions• Promote respectful dialog• Explore the separation of church and state

Web Visibility Matters: A Social Media Primer for AcademicsGreg Chan, Kwantlen Polytechnic UniversityRoom: Hawthorn/Lucas/Flora, 21st Floor; Crystal Ballroom elevator is on Lobby Level

While some embrace social media as an extension of their professional practice, others remain unsure about how it can or should play a role. Welcome to your primer for web visibility: an interactive demonstration that will create meaningful connections between your teaching, research, and service activities and your “followers.” You will learn to take a controlling interest in your web real estate to prevent random sites and aggregators from constructing your professional identity for you, and how to use privacy settings to protect yourself and your students. Please bring a laptop to this session.

Learning goals:• Identify the social media options best suited to your research

and service • Separate your professional profile(s) from your personal

one(s) or unify them with a clear intention• Populate professional profiles on a targeted selection of social

media sites• Create a customized strategy for SEO (search engine

optimization)

9:45–10:15 am

Break

10:15–11:15 am

You’re Funnier Than You Think: Using Humor in the ClassroomChristian Moriarty, St. Petersburg College and Alissa Klein, University of South FloridaRoom: Landmark 1-2, Landmark Ballroom Floor

While few of us are truly funny (if we were we probably wouldn’t be teachers!), comedy has become a new method of education. Using humor in the classroom “meets students where they are” by educating in ways that make content interesting and engaging. This session will discuss how you can add a little funny business of your own to your classroom to engage students in material and make your content fresh and exciting every time.

Learning goals:• Discover ongoing research in using humor in the classroom• Integrate humor in teaching any subject• Demonstrate skills to be funny in a classroom without

necessarily being personally funny• Increase student engagement, improve grades, and increase

student satisfaction

Pedagogical Pragmatism: Infusing Workforce Development Concepts to Revitalize EducationJodi Gill, Community College of Allegheny CountyRoom: Landmark 3, Landmark Ballroom Floor

In an atmosphere of attacks on liberal arts education and the common core curriculum, faculty members are under scrutiny to change their teaching and course content or face declining enrollment and funding. However, relevancy and pedagogy do not need to be mutually exclusive. General education principles can be fostered and maintained while incorporating workforce development concepts. We review the literature and explore strategies to accomplish this task as well as the benefits—to both students and faculty—of doing so.

Learning goals:• Understand the characteristics of today’s learners• Identify the implications of employment and employer

expectations for course content• Infuse workforce development concepts into course

objectives• Create and implement active learning exercises and

assessments that emphasize real world relevance without sacrificing pedagogical rigor

R.I.P. Bubble Sheets: Assignments That Flip Bloom’s Taxonomy Upside DownThis session will be offered again at 3:45 pmMarina Gair, St. Francis CollegeRoom: Landmark 4, Landmark Ballroom Floor

This session features project-based assignments and classroom exercises for the twenty-first century college classroom that flip Bloom’s Taxonomy upside down in support of creativity and innovation as the basis for learning outcomes. Explore assignments that have sticking power and lead to enduring understanding.


Learning goals:• Define creativity and innovation• Conceptualize creative and innovative thinking styles• Understand the roles of participants in a creative endeavor• Apply a range of creative thinking methods, digital tools,

and techniques to communicate information, generate ideas, and solve problems

Emerging Technologies in Distance LearningRay Schroeder and Vickie Cook, University of Illinois SpringfieldRoom: Landmark 5-6, Landmark Ballroom Floor

Important new trends are emerging in online learning that will soon impact our continuing and professional education programs. This session covers augmented reality, virtual reality, artificial intelligence, and blockchain distribution architecture, and how these technologies alter the way in which we conceive, deliver, and distribute credentialing for our online programs.

Learning goals:• Apply four emerging technologies and techno-trends to

distance learning at your institution• Analyze the potential impact of these technologies on your

institution’s delivery of learning• Prepare to adopt such technologies/trends• Continue to follow the developments in these areas

Empowering Faculty and Students Through an Interdisciplinary Instructional Design ApproachLori Wagner and Colleen Karn, Methodist CollegeRoom: Landmark 7, Landmark Ballroom Floor

The ADDIE (analysis, design, develop, delivery, evaluation) instructional design approach was used to create linked courses in a nursing program, to promote empowerment and collaboration of faculty and students within the program. The strategies recommended throughout this session are based on collaboration among different disciplines. This topic is naturally applicable to all faculty teaching in higher education, regardless of the discipline. Learning goals:

• Identify learning gap(s) in your current course and/or program• Achieve course and/or program learning outcomes• Apply learning objectives specific to identified gaps in the

course• Adopt a collaborative, interdisciplinary approach to course

design

Moving from Silos and Burnout to Community and Engagement: Leveraging Faculty Learning Communities for Professional DevelopmentScott Gabriel, Viterbo UniversityRoom: Gateway A, Gateway Level

As resources at colleges and universities are stretched thin, being intentional about faculty development becomes paramount for the continuous improvement of teaching practices, the overall morale of an institution, and for creating community within disparate university constituents. This session explores the ways we have used short-term faculty learning communities to meet a variety of faculty and university needs at our institution.

Learning goals:• Understand guiding principles in creating faculty learning

communities and explore concrete examples to adapt and use on your campus

• Gain tools to address issues of faculty training• Improve faculty morale • Foster an engaged academic community

Capturing Student-centric Assessment Within an Evolving Online PortfolioJanet Staker Woerner, University of Wisconsin–Madison and Pam Di Vito-Thomas, Methodist College UnityPoint HealthRoom: Gateway B, Gateway Level

Higher education is reaching diverse student populations and adult learners that are more diverse and technically savvy than any previous generation. This evidence-based presentation takes you through a real-world e-portfolio assignment for teaching and learning with technology. Please bring a laptop, tablet, or mobile device to work on a select course assessment online portfolio. This is a highly collaborative and engaging discussion.

Learning goals:• Develop a student-centric select course assessment online

portfolio• Apply innovative technology to a student-centric select

course assessment online portfolio• Apply strategies to impact an innovative socially driven

student-centric select course assessment online portfolio• Construct an evidence-based student-centric select course

assessment online portfolio

Designing Student Writing Conferences That Are Productive and ManageableGary Hafer, Lycoming CollegeRoom: Missouri, Gateway Level

Conferencing with students about their writing can be overwhelming. That’s what we’ve all heard from colleagues, even those who never conference! Yet faculty throughout the curriculum who sponsor conferences—individualized attention to their students and their writing—often report results they couldn’t obtain any other way. In order to initiate conferences, you need sound advice for establishing them. This session furnishes step-by-step advice on how to “frontload” with preparatory strategies as well as how to conduct brief conferences that keep student focus exclusively on writing.

Learning goals:• Create conferences that serve as intrinsic motivators• Coordinate the logistics and mechanics before the semester

begins as a routine that can be repeated in subsequent semesters

• Create conferences designed around themes • Focus on “first things first” to reinforce classroom teaching


Using “Unplugged” Flipped Learning Activities to Engage StudentsBarbi Honeycutt, FLIP It Consulting and NC State UniversityRoom: Crystal Ballroom, 20th Floor; Crystal Ballroom elevator is on Lobby Level

Here’s your challenge! What happens if you unplug the devices, shut down the screens, and step away from the slides in your classroom just for a day? What would your students do? Let’s see how many ways we can use “unplugged” tools such as sticky notes, index cards, flip charts, dice, and worksheets to increase student engagement and improve learning.

Learning goals:• Explore a variety of “unplugged” active learning and flipped

activities• Use different “unplugged” tools to engage students• Choose one “unplugged” strategy and adapt it to your course• Be creative in your perspective

Working with Under-Resourced Students: Strategizing for Motivation and AchievementKay Gowsell, University of Cincinnati Blue Ash CollegeRoom: Portland/Benton, Mezzanine Level

This discussion is intended for instructors who are concerned about under-resourced students and seeking to learn strategies to help these students achieve their potential. An overview of the issues is presented and specific strategies to address challenges demonstrated and practiced.

Learning goals:• Understand the 11 resources necessary for academic success• Explain issues and challenges experienced by under-re-

sourced students• Complete a motivation inventory, discuss the MUSIC model

of motivation, and practice three achievement classroom strategies

• Motivate under-resourced students to achieve their educational goals

The Syllabus Evolution: Does the Course Environment Impact the Syllabus?Cindy Decker Raynak, Penn StateRoom: Parkview/Aubert, Mezzanine Level

When we make that first foray into online or blended teaching, our initial inclination is to simply replicate what we do in our face-to-face classrooms. That includes merely sharing our syllabus electronically, with minimal changes. In general, we all use electronic content differently than printed material and syllabi are no different. We will explore how to leverage these differences.

Learning goals:• Discover changes that will make your online syllabus more

engaging• Rethink and prioritize your syllabus content for maximum

efficacy• Encourage student success through syllabus development• Use mindfulness strategies to encourage appropriate syllabus

use

Engaging Students in the Diverse Classroom through Confirmation and ConnectednessSara LaBelle, Chapman University and Zac Johnson, California State University, FullertonRoom: Hawthorn/Lucas/Flora, 21st Floor; Crystal Ballroom elevator is on Lobby Level

Despite increasing diversity in college courses and the benefits that it presents, instructors face challenges when attempting to achieve meaningful instruction in a diverse classroom. This session addresses these challenges and offers evidence-based strategies for embracing diversity. Based on emergent findings from the instructional communication literature, as well as our own research and experience, learn strategies to confirm students’ sense of self, encourage connectedness among student peers, and generate positive peer-peer communication in the classroom that will enhance learning outcomes in diverse classrooms.

Learning goals:• Create a classroom community that improves students’

personal and academic outcomes related to the classroom• Improve classroom connectedness, teacher confirmation, and

student-to-student confirmation • Identify messages that contribute to a connected and

supportive classroom community • Create communication strategies in your own courses that

will foster connectedness and both teacher and student confirmation

11:15–11:30 am

Break

11:30 am–12:30 pm

LunchRoom: Majestic Ballroom, Level 2

12:30–12:45 pm

Break

12:45–1:45 pm

The Business of CheatingConni Whitten, Lora Reed, and Alan Swank, Ashford University–Forbes School of Business and TechnologyRoom: Landmark 1-2, Landmark Ballroom Floor

From the classroom to the boardroom, plagiarism is on the rise. With the increased accessibility of information, perhaps the perception of plagiarism is skewed and does not resonate with the concept of doing something wrong. By reinforcing the precepts of academic honesty early in the learning process, we strengthen the foundation for personal accountability, ethical integrity, and credible behaviors throughout the student’s learning journey. This presentation looks at the similarities between classroom and career-based plagiarisms, the reasoning behind the behavior, and the seemingly indifferent reaction to the act of cheating.


Learning goals:• Understand the damage of plagiarism is an important step to

changing the behaviors of the offender• Evaluate the attempted rationalization of plagiarism from the

perspective of the student• Explore parent reactions that attempt to diminish the

importance of the wrongful behavior• Discuss the significant impact plagiarism presents to the

credibility of the organization

Wow, I Never Looked at It That Way!Kimberly Phillips, Fabiela Kemble, and Gwen Rodgers, Connors State CollegeRoom: Landmark 3, Landmark Ballroom Floor

Let’s face it, our college campuses are becoming more diverse semester to semester, and as faculty, we need to support, welcome, and understand each individual student. The Instructional Design team at Connors State College is passionate about serving all students. Our student population comprises almost 40 percent Native American students. Join us as we explain how we integrate culturally relevant curriculum to reach all learners.

Learning goals:• Determine your diverse population • Learn how we developed and implemented the PRIDE model

at Connors State College• Bring awareness to your campus and into your classroom • Learn new ways to teach students that don’t look like you

Awakening Learning Through Community Engagement Activities: An Easy 6-step MethodJanet Pritchard, McMaster UniversityRoom: Landmark 4, Landmark Ballroom Floor

This interactive session includes a critique of the literature on community engagement/service learning activities and student learning outcomes and attitudes. Advantages, disadvantages, and challenges are discussed. A comprehensive six-step approach to implementing community engagement activities in the classroom is presented.

Learning goals:• Bring community engagement activities to your classroom• Critique literature on community engagement and service

learning• Execute a community engagement assignment • Apply the 6-step method to create community engagement

activities

Keys to Effective Grading ProcessesChandra Arthur, Cuyahoga Community CollegeRoom: Landmark 5-6, Landmark Ballroom Floor

Providing structured feedback in the grading process is one of the most critical aspects of teaching. Developing strategies to devise precise formative and summative assessment feedback is crucial to gaining measurable information on student outcomes. Explore how to develop your grading language and build a repository of resources for formative and summative grading feedback.

Learning goals:• Develop your grading language (summative and formative)• Build a repository of grading resources• Explore current methods for grading• Learn to gauge student learning outcomes

Graduate Students and Junior Faculty: A Training Partnership OpportunityErin Hagar and Cynthia Rice, University of Maryland, BaltimoreRoom: Landmark 7, Landmark Ballroom Floor

The University of Maryland, Baltimore piloted a six-week “Educators in Training” (EDiT) program for graduate students and junior faculty. A partnership between student-focused Campus Life Services and the faculty-focused Office of Academic Innovation, the program introduced a cohort of 40 participants to research-based teaching methods. Learn how any institution can replicate this model of training graduate students and junior faculty.

Learning goals:• Develop core competencies for graduate students and junior

faculty• Design a program that addresses a range of skills desired

by hiring and promotion committees (i.e. teaching in the classroom, teaching online, writing grant proposals, and publishing articles)

• Gain the support of the administration and learn to market it • Collaborate with other organizations on your campus to

extend the reach and the impact of the program

Becoming a Teaching Ninja: Use Google Sheets to Increase Teaching EfficiencyCurby Alexander, Texas Christian UniversityRoom: Gateway A, Gateway Level

Teaching is a balancing act that involves creatively delivering instruction to students in a learning environment, while also organizing student files, providing productive evaluations of their work, and making sure students are given timely feedback. Technology has created many possibilities for handling the administrative tasks of teaching, but in many cases, these tasks are just as time consuming, if not more so, than traditional methods of grading and recordkeeping. We will address three unique applications of Google Sheets that can help busy instructors save time, keep assignments organized, and provide timely feedback to students.

Learning goals:• Maximize efficiency with computational thinking and

spreadsheet formulas • Leverage cloud-based computing to create and share files

with students and colleagues• Manage student data and files in a cloud-based environment• Merge data from Google Sheets into Google Docs to create

detailed, rich feedback to students


Inclusive Course Design For (Large) Introductory ClassesMichelle (Tianyi) Tong, Earlham CollegeRoom: Gateway B, Gateway Level

Introductory courses not only provide foundational knowledge for university students, they are also well-poised for addressing issues of attrition. However, these courses tend to have the largest classes sizes and, by virtue of their role as survey courses, are content-heavy. These two characteristics can create barriers for many students as they adapt to university-level academics. Learn how inclusive course design can decrease barriers to learning in large introductory courses.

Learning goals:• Apply research on diversity/inclusion in academic settings• Consider examples of evidence-based inclusive course design• Apply inclusive course design principles to large

introductory courses• Use inclusive course design principles in current or future

introductory courses

Case-based Approach to Flipping the Classroom to Improve Student LearningThis session will be offered again on Sunday at 9:45 amCharles Breese and Donna Adkins, Appalachian College of PharmacyRoom: Missouri, Gateway Level

Discuss the use of a case-based approach to flipping the classroom, using a real-world multidisciplinary course in the school of pharmacy as an example. We replaced instructor lectures with carefully crafted cases, which allowed students to synthesize the underlying basic science and therapeutics with prior learning. We discuss how a case-based approach to flipping the classroom promotes student-centered learning, critical thinking, student engagement, as well as how it can improve assessment and retention.

Learning goals:• Create a student-centered classroom by using a flipped

classroom model• Design and execute a case-based approach in the flipped or

semi-flipped classroom• Use a case-based approach in the flipped classroom to

engage student learners and promote retention of material• Assess learning and retention to understand the effect of the

pedagogical change

Grab Their Attention: Techniques for Effective TeachingSabrina Timperman and Allyson Richmond, Mercy CollegeRoom: Crystal Ballroom, 20th Floor; Crystal Ballroom elevator is on Lobby Level

This session will focus on pedagogical tools and techniques that faculty can employ to improve engaged learning and meaningful instruction. Three separate but equally important areas will be highlighted: reading comprehension skills, class discussion and active participation, and critical thinking and deductive reasoning. Demonstrating both high technology and low technology techniques, we will model how to enhance the classroom experience.

Learning goals:• Implement practical strategies that increase engagement• Expand your pedagogical toolbox to make the classroom

experience more interactive using low and high tech options• Experiment with techniques and learn how to implement

them in the curriculum• Improve your teaching to transform the student learning

experience

Using Open Educational Resources (OER) for Pedagogically Centered Professional DevelopmentJennifer McKanry, Washington University in St. LouisRoom: Portland/Benton, Mezzanine Level

We’ll explore details on how online professional development for faculty can be provided using free resources that are readily available. A multi-institutional course run in summer 2016 covering the topic “The Science of How Learning Works” will serve as an example of outcomes and lessons learned.

Learning goals:• Recognize basic concepts related to the science of learning• Find OER resources available for professional development• Assess OER resources as appropriate based on science of

learning principles• Create an outline for implementing these concepts and

resources

Supporting Student Writers through Rubrics that Reflect Our ValuesClaire Lamonica, Illinois State UniversityRoom: Parkview/Aubert, Mezzanine Level

Assessing student writing can be one of the most time-consuming and frustrating facets of our teaching lives. Often, we feel caught between providing useful feedback and time constraints. While we know the rubric is a tool that can help, we may struggle to design an instrument that truly represents our hopes and aspirations for our student writers. In this session, we work to identify what we really value in student writing and to create rubrics that help communicate those values to our students.

Learning goals:• Identify major concerns about student writing• Identify what you really value in student writing• Explore some best practices in rubric construction and use • Draft rubrics that clearly represent your expectations to

student writers

Design It: An Integrated Game Layer that Works!Fady Morcos, The American University in CairoRoom: Hawthorn/Lucas/Flora, 21st Floor; Crystal Ballroom elevator is on Lobby Level

Integrating game-thinking techniques to teaching and learning is becoming increasingly popular. However, relying on game mechanics (points, badges, leaderboards) is insufficient to tackle the lack of engagement many teachers face in today’s classrooms. Adding an integrated “game layer,” with a shift in focus toward game dynamics, can foster a habit of investment in learning and problem solving. This hands-on session, with a focus on


empathy, framing, ideation, and prototyping, engages you in applying cross-pollination design techniques to create a gamified experience that can enhance student interest and engagement.

Learning goals:• Analyze the effect of different game dynamics techniques on

students’ psychographics• Apply design thinking framework to ngagement challenges• Create a prototype for an integrated gamified learning

experience• Develop a strategy to test and evolve your game-layer design

1:45–2:15 pm

Break

2:15–3:15 pm

Just in Time Teaching: A Twenty-first Century Teaching TechniqueJeff Loats, MSU DenverRoom: Landmark 1-2, Landmark Ballroom Floor

Technology often offers efficient ways do what we have always done, but sometimes it offers a fundamentally new way for instructors, students, and content to interact. Just-in-Time Teaching (JiTT) is an effective, evidence-based technique for face-to-face courses that creates fast, effective feedback loops. Want better-prepared students? Want insight into their thinking? JiTT can increase the quality and quantity of contact between students and instructors and deserves your consideration.

Learning goals:• Define Just-in-Time Teaching • Understand the evidence that JiTT improves both learning

and affective outcomes• Incorporate JiTT into a course• Discuss the effectiveness of JiTT

A Constructive Role for Uncertainty in Faculty and Student DevelopmentMike Pinter, Belmont UniversityRoom: Landmark 3, Landmark Ballroom Floor

Learn the stages of adult development identified by higher education researchers and connect the development stages to critical thinking and knowledge formation. Encounter examples of knowledge uncertainty in a variety of disciplines, including “teaching and learning” as a discipline. In addition to applying the ideas to our students and courses, we apply them to our continued growth and development.

Learning goals: • Identify key stages in adult development as described in

higher education literature• Develop ideas for interjecting elements regarding knowledge

uncertainty into courses or into work with faculty • Explore connections between stages of adult development

and critical thinking• Apply ideas about uncertainty and adult development to

your own professional development

What Does “Facilitation” Really Mean to Teaching Professors?Jennifer Waldeck, Chapman University and Maryellen Weimer, Penn State UniversityRoom: Landmark 4, Landmark Ballroom Floor

Instructors put a lot of time and effort into asking for student participation and discussion. We devise complex participation point systems, ask questions and wait through awkward silence, call students out, and get mediocre responses directed back to us and ignored by everyone else. On bad days, we give up and answer the questions ourselves. The result is far less than we hoped for and well below what’s possible.

Asking good questions and creating good prompts for discussion are critical starting points for meaningful discussion. And what teachers do after the discussion is launched may be even more important. Facilitation is a complex communication skill that involves speaking, listening, synthesizing, group awareness and management skills, and a nonverbal presence. Facilitation suggests teacher leadership, but promotes student responsibility for the quality of the discussion. In this session, we explore a range of facilitation skills that can improve interaction in class and online.

Learning goals:• Recognize the student outcomes of an effectively facilitated

discussion• Create higher quality discussion questions and other kinds of

prompts• Stimulate higher quality interactions among students• Enable students to expand their thinking

Three Keys to a Strong Start in Your Online CourseWren Mills, Western Kentucky UniversityRoom: Landmark 5-6, Landmark Ballroom Floor

In online and blended classes, what happens during the first week sets the tone for the entire term and can affect retention and student success. In this interactive session, we review the literature about and define three key concepts related to retention and success in online learning: building community, creating social presence, and earning “swift trust.” We also discuss activities to implement early in a course to cultivate a good learning environment. Throughout the session, we brainstorm ideas to take home and integrate into their own courses.

Learning goals:• Define three key concepts related to retention• Discuss social presence• Explore activities to implement early• Brainstorm ides to integrate into your own courses

What Your Librarian Wants You to Know About Library InstructionAlexandra Gallin-Parisi, Trinity UniversityRoom: Landmark 7, Landmark Ballroom Floor

What can you do to make “library day” work better for you, your librarian, and your students? Are you inadvertently creating hurdles for your librarian and for your students? This session will encourage you to change the way you collaborate with your librarian through easy-to-implement strategies.


Learning goals:• Improve faculty-librarian collaboration on teaching• Avoid what Christensen, et al. called “an asymmetrical

disconnection” between librarians and faculty• Plan information literacy sessions with your librarian in a

manner that will improve student learning outcomes• Make small changes to improve your research assignments

By the Faculty, For the Faculty: Faculty-led Professional DevelopmentJayme Novara and Mara Voracheck-Warren, St. Charles Community CollegeRoom: Gateway A, Gateway Level

SCC’s faculty-led group has transformed the entire process of professional development events. From faculty in-service to online training, discussion groups, and individual opportunities for leadership, we discuss how to plan and promote active and engaging professional development on campus. Our multidis-ciplinary group has also created a professional development certificate process for full- and part-time faculty to incentivize and reward their participation in events.

Learning goals: • Develop high-quality professional development on a budget• Be inclusive of both full- and part-time faculty• Be responsive to the needs of the campus community• Earn the support of campus staff

Teachers in Context: A Sociological Approach to Maintaining Instructional VitalityStefanie Wellons, Aiken Technical CollegeRoom: Gateway B, Gateway Level

Because teachers are inextricably linked to their institutional contexts, I will demonstrate how to interactively address the external and internal stressors with which teachers are faced. Here, I provide a sociological approach to redesigning the course syllabus such that it safeguards your excitement against environmental threats, while also serving students’ needs.

Learning goals:• Define and design a mutually relevant syllabus• Develop a course vision according to reflections on lived

experiences• Create and align course goals to your course vision• Provide an assessment that measures students’ needs

When Cultures Collide: Navigating Cultural Dimensions as Immigrant EducatorsNyasha GuramatunhuCooper and Darlene Xiomara Rodriguez Kennesaw State UniversityRoom: Missouri, Gateway Level

For educators, our culture shows up in the way we teach. Using Hofstede’s study of cultural dimensions, this presentation highlights nuances of teaching in the United States from an immigrant educator perspective. Guided by our experiences as educators from Zimbabwe and Venezuela, you will have the opportunity to reflect and examine the connections between cultural identities and teaching.

Learning goals:• Reflect on the connection between your cultural identity and

your teaching• Examine classroom encounters by naming the cultural

dimensions at play• Explore how cultural differences can be leveraged• Consider institutional communities of support

7 Habits of Highly Effective ProfessorsEllen Smyth, Austin Peay State UniversityRoom: Crystal Ballroom, 20th Floor; Crystal Ballroom elevator is on Lobby Level

No matter how profoundly we master our subjects, we will not master the classroom without first mastering ourselves and our relationships with students. During this interactive session, we adapt Stephen Covey’s world-renowned habits for professional effectiveness directly to our roles as professors and to the classroom.

Learning goals:• Master ourselves through careful and deliberate choices,

vision, and planning• Master the classroom • Unlock the secrets of student-teacher interactions,

communication, and intense collaboration• Rejuvenate by balancing physical, social, emotional, mental,

and spiritual needs

Beyond the Study Guide: Active, In-class Approaches to Help Students Improve Information Review and RecallMelony Shemberger, Murray State UniversityRoom: Portland/Benton, Mezzanine Level

Studying for course examinations can be daunting for students, even when the information was acquired first through constructivist activities or after a study guide was given. Taking a day to review material can be effective for both students and instructors. Successful, interactive test-review approaches help students know the information better. Connecting to material using social media and flashcards the right way can help fill in the gaps with information that students might not have grasped from project-based experiences.

Learning goals:• Design questions that are flashcard-worthy• Plan effective test review sessions• Use social media and other interactive media for student

review • Develop successful test review approaches

DCK: A Flexible Framework for Writing Assignments in Any DisciplineAngus Woodward, Our Lady of the Lake CollegeRoom: Parkview/Aubert, Mezzanine Level

Anne Beaufort posits that expert writers draw upon their knowledge of specific discourse communities and that their discourse-community knowledge (DCK) has four components: subject-matter knowledge, genre knowledge, rhetorical knowledge, and process knowledge. The discourse-commu-nity-knowledge framework is useful for faculty designing and


evaluating assignments and for students conducting rhetorical analysis, guided pre-writing, and metacognitive reflection. This session will demonstrate how to apply the DCK framework.

Learning goals: • Understand discourse community and its role in writing

expertise • Define the elements of Beaufort’s discourse-

community-knowledge framework• Apply the DCK framework to diverse aspects of writing

assignments• Use the DCK framework to foster confidence in student

writers

Improving Student Writing through Effective Formative AssessmentPatricia Tylka, College of DuPageRoom: Hawthorn/Lucas/Flora, 21st Floor; Crystal Ballroom elevator is on Lobby Level

Tired of grading weakly organized, inadequately argued, improperly researched, incorrectly cited, or poorly edited student papers? Ever believed that you’ve put more work into commenting than the student has put into writing? This session presents strategies you can use to improve the quality of student writing in any field.

Learning goals:• Frame a writing assignment that reduces the likelihood of

plagiarism• Practice peer revision strategies that improve student writing• Apply methods of formative assessment that increase

student success in writing• Implement summative grading practices that save time

3:15–3:45 pm

Break

3:45–4:45 pm

A How-To Workshop to Effectively Flip a ClassPeter Olszewski and Jessica Resig, Penn State BehrendRoom: Landmark 1-2, Landmark Ballroom Floor

We discuss effective strategies for the design and implementation of a flipped hybrid class, sharing lessons learned from developing a flipped hybrid course, best practices for the flip, and course demonstrations, before working collaboratively with course scenarios to create a framework for a course offering using the flipped model. We discuss the unique challenges and opportunities of your own curriculum and circumstances.

Learning goals:• Discover best practices for creating hybrid flipped classes• Develop an outline for flipping your own class• Create plans for course activities, technology integration,

and assessment• Discuss lessons learned through past flipped experiences

Success for All!Linda Behrendt and Caitlin Brez, Indiana State UniversityRoom: Landmark 3, Landmark Ballroom Floor

Educators at institutions whose student population includes first generation, low SES, and/or low academic achievement encounter unique challenges in the teaching and learning process. Beginning with Dweck’s growth mindset, we will explore beliefs and experiences in the classroom. We will examine concepts related to the role of feedback and assessment, grit, the impact of character strengths, and strategies for improving persistence in relationship to students who struggle academically.

Learning goals:• Explore the growth mindset approach to learning • Extend growth mindset in the classroom (e.g. character

strengths, grit, feedback)• Implement the growth mindset into courses • Engage in providing growth mindset feedback to students

Improv in the Classroom: Changing How You Teach and How They LearnRoslin Hauck and Terry Noel, Illinois State UniversityRoom: Landmark 4, Landmark Ballroom Floor

Apply the tenets of improvisation as a novel method of changing not only the way you teach, but also the way students learn. Participate in improv activities that are centered on saying “Yes, and…” to educate students in an engaging, interactive, and transformational way. We will discuss the benefits of using improv in teaching, explore using various improv exercises in an educational setting, and develop practical strategies for using improv in your class.

Learning goals:• Understand the benefits of improv in teaching• Learn different improv exercises• Develop strategies for using improv in your class• Explore how improv activities can engage your learners

Advancing Your Scholarly Teaching into Scholarship of Teaching and LearningCynthia Haynes, AnnMarie VanDerZanden, and Sara Marcketti, Iowa State UniversityRoom: Landmark 5-6, Landmark Ballroom Floor

The scholarship of teaching and learning (SoTL) is research focused on teaching and learning. Many faculty, particularly those in tenure track positions, are interested in completing and publishing SoTL projects. While you may be well-versed and comfortable conducting and publishing disciplinary research, you might be unfamiliar with how to effectively conduct SoTL. Learn how effective SoTL projects are completed and shared with the community of teachers in higher education.

Learning goals:• Identify a researchable question• Develop a framework and protocol for data collection• Create a SoTL project timeline including completion

milestones• Validate effective teaching practices


Some Quantitative Approaches to Teaching Humanities CoursesPeter Burkholder, Fairleigh Dickinson UniversityRoom: Landmark 7, Landmark Ballroom Floor

Students arrive to our classes with expectations about what they will entail. In the humanities, one of those expectations is an emphasis on qualitative evidence and argumentation, and a corresponding absence of anything having to do with numbers. But as instructors, we often want to break students out of their expectation shells and get them to see our disciplines in a new light. Such a readjustment is critical for students’ ability to tie together disparate subject areas, as opposed to a tendency to view their curricula as atomized. This session provides examples of how some quantitative approaches can be used in humanities classes.

Learning goals:• Use some (basic!) number-crunching to enhance your

courses• Explore students’ past experiences with a quantitative

approach to the humanities• Break students out of their expectation shells• Allow students to better tie together disparate subject areas

How Cultural Intelligence (CQ) Makes a Difference: Ability to Adapt to New Cultural SettingsMichele Villagran, University of North TexasRoom: Gateway A, Gateway Level

It is not enough to simply be aware anymore. As our workforces become more diverse, we face a greater challenge and problem: how to successfully manage increasingly diverse interactions. To address this concern, organizations are applying the framework of cultural intelligence (CQ). Cultural intelligence is a person’s capability for successful adaptation to new cultural settings.

Learning goals:• Define cultural intelligence• Use CQ as a practical tool for embracing differences and

increasing work performance• Improve your own CQ capabilities including the four factors• Apply CQ within academia

Defeat the Technology Fear FactorFrancine Adams, Southern New Hampshire UniversityRoom: Gateway B, Gateway Level

Technology continues to grow in leaps and bounds. Many teachers are becoming better acclimated to using the new education technologies, although as many as one-third of teachers identify as “technophobic.” Some teachers may simply expect technology to be more difficult than it is. Overcoming technophobia may not be as daunting as suspected. Given proper planning, professional development, strategies, and inclusion of teachers who would use the technology, technophobia could be defeated in short order.

Learning goals:• Spontaneously direct students to the most efficient course of

action

• Empower students and yourself• Practice by tutorial and successfully repeat the process for

different technologies• Map a technology to a task and with the intent to implement

Repeat SessionR.I.P. Bubble Sheets: Assignments That Flip Bloom’s Taxonomy Upside DownMarina Gair, St. Francis CollegeRoom: Missouri, Gateway Level

This session features project-based assignments and classroom exercises for the twenty-first century college classroom that flip Bloom’s Taxonomy upside down in support of creativity and innovation as the basis for learning outcomes. Explore assignments that have sticking power and lead to enduring understanding.

Learning goals:• Define creativity and innovation• Conceptualize creative and innovative thinking styles• Understand the roles of participants in a creative endeavor• Apply a range of creative thinking methods, digital tools,

and techniques to communicate information, generate ideas, and solve problems

Beyond the Lecture: Simple Strategies for Student EngagementJill Purdy, Cedar Crest CollegeRoom: Crystal Ballroom, 20th Floor; Crystal Ballroom elevator is on Lobby Level

Many faculty members seek teaching methods beyond the lecture format. Learn teaching strategies that engage college students in higher order thinking activities and promote an active learning environment. Research-based techniques and examples are modeled and you will have time to share your strategies as well. Teaching strategies include techniques such as the Fishbowl, Speed Sharing, and Give 1 Get 1, among others.

Learning goals:• Create an active learning environment• Increase student engagement with research-based ideas• Promote higher order thinking• Share successful strategies

Making Feedback MatterCassandra Sachar, Bloomsburg University of PennsylvaniaRoom: Portland/Benton, Mezzanine Level

Educators spend countless hours providing feedback, but do our students listen to our carefully constructed advice? While many studies verify that instructor feedback improves student performance, it’s tricky to focus written commentary and persuade students to follow it. Students don’t always appreciate our attempts to guide them, but taking a few simple actions in how we deliver our feedback can greatly increase its effectiveness.

Learning goals:• Understand the purpose of feedback• Learn dos and don’ts on giving valuable feedback• Explore different forms of feedback


• Acquire strategies to convince students to utilize instructor feedback

Using Applied Improvisation Techniques to Transform TeachingDouglas Shaw, University of Northern IowaRoom: Parkview/Aubert, Mezzanine Level

Crucial teaching skills include being able to listen completely, react quickly, and make bold choices. Many teachers who have had improv instruction discover that it transforms their teaching. Applied improvisation has come into its own in past years, even being cited in medical journals. This experiential session helps you teach “in the moment.” (The fact that it is also be fun is an unavoidable byproduct of the work, and we apologize in advance!)

Learning goals: • Practice deep listening skills that we normally don’t get to

experience• React quickly and boldly to student questions and other

classroom stimuli• Learn to shift into the “in the moment” mindset• Connect with your students

Information Literacy for the End of the WorldKatherine Jones, Kansas State University Polytechnic CampusRoom: Hawthorn/Lucas/Flora, 21st Floor; Crystal Ballroom elevator is on Lobby Level

Information literacy is a vital, foundational concept that is often neglected in higher education. Utilizing a post-apocalyp-tic survival scenario, instructors encouraged freshmen to work collaboratively to overcome obstacles to their hypothetical survival in a scenario in which the class is isolated and working with limited supplies. Playing with tropes and concepts found in pop culture, this approach to information literacy education transforms the classroom and lays a foundation for professional and academic research on which students can build in the future.

Learning goals:• Design a unique classroom environment• Effectively bring pop culture into the classroom• Utilize a variety of learning tools • Assess learning when managing large groups

4:45 pm

Dinner and evening on your own

SUNDAY, JUNE 4

7:30 am–Noon

Registration OpenRoom: Landmark Foyer, Landmark Ballroom Floor

7:30–8:30 am

Continental Breakfast Room: Majestic Ballroom, Level 2

8:30–9:30 am

Breakfast Plenary SessionZest: Leveraging the Power of Curiosity and InterestLolita Paff, associate professor, Penn State BerksRoom: Majestic Ballroom, Level 2

Zest is my umbrella term for instructional practices promoting curiosity, interest, and enthusiasm. When we’re interested in what we’re learning, we pay closer attention. We think more carefully, make more connections, dig below the surface, and work harder. The cognitive science and educational psychology literature are clear—curious and interested students are more motivated and retain learning longer. Zest is not entertainment. Zesty courses aren’t fluff. Zest deals with practices and policies that leverage the power of curiosity and interest to advance learning. Are your courses zesty? Think about your most commonly used pedagogies. Do they pique curiosity? Do they lead to students thinking for themselves? Are students provided opportunities to connect personally with content? How might allowing some student choice foster enthusiasm? Curious about learning more? Join us for a provocative, interactive plenary exploring the challenges and uncovering practical, research-based, “zesty” strategies to enhance learning.

9:30–9:45 am

Break

9:45–10:45 am

Five Steps to Faculty Development and ExcellenceJorg Waltje and Aubree Evans, Texas Woman’s UniversityRoom: Landmark 1-2, Landmark Ballroom Floor

An effective program for reinvigorating teaching and learning ideally connects faculty with diverse needs, backgrounds, and experiences, creating a congenial learning community. At the Center for Faculty Excellence, we have embarked on a process for changing the institutional culture at Texas Woman’s University concerning teaching, learning, and professional development. Join us to learn about our five-step system to stimulate faculty buy-in and creative engagement that results in cross-disciplinary and interdependent outcomes: diagnostic inquiry, community building, accurate modeling, instantaneous take-aways, and lasting recognition.


Learning goals:• Overcome obstacles to teaching support and recognition• Identify support and resources needed for faculty professional

development• Create motivators for faculty participation• Develop an action plan for faculty self-accountability and for

implementation of strategies at the center level

Enhancing Student Writing and Making Marking Manageable: Doing Both Effectively!Alice Schmidt Hanbidge and Judi Jewinski, Renison University College, Affiliated with University of WaterlooRoom: Landmark 3, Landmark Ballroom Floor

It’s important to help students see how editing makes a difference to readability. We share the results of our two-year study and introduce an open-access electronic assessment tool we developed that establishes a profile of student writers. Along with some guided practice, learn how to apply our results to your own teaching situation, whether you mark papers yourself or oversee the work of others.

Learning goals: • Develop viable alternatives for constructive assessment and

feedback• Create scaffolded assignments that support student learning• Account for variations in assessment rubrics• Save time while increasing efficiency in grading

Effective and Engaging Approaches to Formative and Summative AssessmentGail Hennessy and Shannon Cuff, Park UniversityRoom: Landmark 4, Landmark Ballroom Floor

The written paper is a common form of assessment, but depending on the learning outcomes, alternative ways of assessing students’ knowledge may offer them the opportunity to showcase learning critically and creatively. When combining a variety of formative and summative assessment strategies, students become better stewards of their own learning, no matter the subject or discipline. The strategies we discuss will allow you a clearer picture of students’ understanding, capabilities, and growth needed to be successful in their coursework.

Learning goals:• Use online formative assessment tools that engage and

capture students’ knowledge effectively• Apply summative assessment strategies that permit students

the option of maximizing their unique learning style to exhibit knowledge

• Apply alternative forms of assessment • Improve assessment effectiveness and student engagement

Repeat SessionCase-based Approach to Flipping the Classroom to Improve Student LearningCharles Breese and Donna Adkins, Appalachian College of PharmacyRoom: Landmark 5-6, Landmark Ballroom Floor

Discuss the use of a case-based approach to flipping the classroom, using a real-world multidisciplinary course in the

school of pharmacy as an example. We replaced instructor lectures with carefully crafted cases, which allowed students to synthesize the underlying basic science and therapeutics with prior learning. We discuss how a case-based approach to flipping the classroom promotes student-centered learning, critical thinking, student engagement, as well as how it can improve assessment and retention.

Learning goals:• Create a student-centered classroom by using a flipped

classroom model• Design and execute a case-based approach in the flipped or

semi-flipped classroom• Use a case-based approach in the flipped classroom to engage

student learners and promote retention of material• Assess learning and retention to understand the effect of the

pedagogical change

Fostering and Facilitating International Student Learning, Retention, and Academic SuccessCharles A. Calahan, Purdue UniversityRoom: Landmark 7, Landmark Ballroom Floor

Colleges and universities in the United States are increasingly becoming higher education destinations for students from around the world. As a result, there are challenges and opportunities, since many of the cultures and educational backgrounds of these international students are diverse from the culture and the academic systems in place in the U.S. Faculty face numerous challenges when teaching a global student body. This session provides better understanding of these challenges and the needs of international students, providing practical approaches to facilitate learning, retention, and the academic success of international students.

Learning goals:• Identify preconceptions of international students• Overcome challenges related to and fulfill the needs of

international students • Overcome the challenges and concerns of faculty regarding

international students • Make adjustments for international students that improve

teaching and learning

Teaching with Vigor: Questioning Your Way to Instructional VitalityJana Fallin, Ben Ward, David Fallin, Tucker Jones, Kansas State UniversityRoom: Gateway A, Gateway Level

Well-crafted questions are the hallmark of a skilled teacher. Knowing how to encourage student responses or gauge student understanding through questioning has been used since antiquity. Teaching with Vigor takes you through a series of questions designed to help you re-examine your teaching practices, and then demonstrate through video, personal experiences, and student responses, actual results from using this inquiry-based approach.

Learning goals:• Assess teaching strengths and areas needing improvement


• Experience several activities that can be adapted for your teaching situation

• Identify fresh and new teaching models• Create goals to help your teaching, your students, and

yourselves

Creating a Generational Friendly Classroom (Do Digital Learners Really Exist?)Vickie Cook and Ray Schroeder, University of Illinois SpringfieldRoom: Gateway B, Gateway Level

There are five generations in our classrooms today. Only 29 percent of the students enrolled in higher ed today are “traditional” students. Each generational group differs in their attitudes, expectations, and values about learning, technology, and the classroom as a learning space. This session explores the generational differences we see in our classrooms, the myths and realities surrounding the “Digital Generation,” and how we can engage both traditional and nontraditional students (face-to-face or online).

Learning goals:• Explore generational differences and similarities in your own

classroom• Engage multi-generational students in online and face-to-face

classrooms using low and high tech methods• Look past biases and stereotypes to engage students in

learning activities and approaches• Use personal devices and table-top discussions

Repeat SessionCircles of Innovation: Bricks, Clicks, and Teacher TricksJames May, Sharon May, and Terry Rafter-Carles, Valencia CollegeRoom: Missouri, Gateway Level

This interactive session highlights a variety of techniques designed to leverage bricks (brick and mortar best practices), clicks (cutting-edge digital tools), and teacher tricks (best practices from game theory, brain science, and viral learning). Learn new methods to keep your teaching fresh and invigorate today’s learners. We discuss digital and pedagogical shifts and the expectations of learners in the twenty-first century. Experience and identify a variety of bricks, clicks, and teacher tricks to apply in your own classroom.

Learning goals:• Define mixed media, mashups, and mobile communications• Apply transactive thinking and learning • Adapt to the massive digital and pedagogical shift taking

place• Apply game theory and design viral content

Contains Graphic Content! Easy Steps for Creating Engaging Course VisualsBeth Bellman and Nina Prozzo, The University of IowaRoom: Crystal Ballroom, 20th Floor; Crystal Ballroom elevator is on Lobby Level

“Death by PowerPoint” is a concept that not only our students but even instructors have been painfully subjected to over their academic careers. Many voices in higher education advocate

we put an end to this plague and instead design for increased student engagement. But how? Learn about the power of graphic design and the impact it can have on your student’s perception of your content. We provide you with practical steps for designing amazing course visuals in no time at all—no Photoshop needed!

Learning goals:• Increase attention, information retention, and engagement• Create visuals that resonate and are relevant• Design intentional content that communicates care for the

content and the student, giving the information credibility and importance

• Create accessible and stunning course graphics

Developing Students’ Communication Skills Using an Active Listening ExerciseKirsten Helmer, University of Massachusetts AmherstRoom: Portland/Benton, Mezzanine Level

Many instructors expect students to participate in class discussions or collaborative learning experiences to promote active learning and critical thinking. Yet, many students do not possess effective communication skills and need to learn to listen actively. In this highly interactive session, practice active listening in a highly structured format.

Learning goals:• Create an inclusive learning environment where every voice

is heard• Practice communication techniques that promote listening for

understanding• Foster active listening that develops students’ communication

skills• Reflect on factors that contribute to feeling included or

excluded during classroom discussions

Transparency in Camouflage: A Professional School Perspective on Student LearningAllan Boyce, US Army Command and General Staff College and Melissa Hunter-Boyce, Kansas City Public SchoolsRoom: Parkview/Aubert, Mezzanine Level

“Why?” “Because I said so!” A familiar exchange for frustrated parents, but not a method

to subscribe to for obtaining long-term positive outcomes. So why then do many higher education educators seem to mimic this exchange by failing to provide students with the what, the why, and the how concerning their lessons and assignments? The process of teaching and learning should be apparent to students, not camouflaged or hidden. In this session, we examine how to teach transparently.

Learning goals:• Explore the contrasts between civilian and military higher

education institutions• Understand the research relevant to transparent teaching• Identify the task, purpose, and standards used by an

institution of professional military education to facilitate transparency


• Apply the techniques discussed in a crawl-walk-run methodology that you can implement in your classroom

The Case for Learner-centered AssessmentsJohn Rich and Rebecca Fox-Lykens, Delaware State UniversityRoom: Hawthorn/Lucas/Flora, 21st Floor; Crystal Ballroom elevator is on Lobby Level

We will begin with a review of literature on the use of in-class exams, and the flaws inherent in using them, especially with a predominantly African-American sample. We lean heavily on the theoretical framework of learner-centered assessment, which emphasizes the promotion of a sense of ownership in learning, and a dialogic approach to instruction. The goal of most course exams is to measure the degree to which students understand the material. The assessments discussed in this presentation change the focus from evaluating learning to being a primary instrument of learning itself.

Learning goals:• Incorporate learner centered-assessment in your courses• Consider using learner centered-assessments instead of tests• Learn how assessments can be tools of learning• Explore research findings that support the use of learner-

centered assessments

10:45–11:00 am

Break

11:00 am–Noon

Developing Case Studies for the ClassroomTerry Fox, University of Mary Hardin-BaylorRoom: Landmark 1-2, Landmark Ballroom Floor

Get creative! Explore your own experiences and interests while discovering the process of creating case studies to use in the classroom. Learn about the process involved from developing an idea to adding narrative to developing requirements to adding learning objectives.

Learning goals: • Share your own experiences with your class• Develop narratives applicable to the classroom• Identify objectives you want your students to accomplish• Consider the objectives and requirements to seek from a case

study

Simple Practical System to Improve Analytical WritingMark Orsag, Doane UniversityRoom: Landmark 3, Landmark Ballroom Floor

One of the main complaints from university professors today involves weak student analytical writing skills. Yet, most professors are loath to sacrifice course content time to work specifically on skills that they believe that students should already have. My system allows students to improve their writing skills by doing content-based analytical writing and receiving feedback on that writing (whether in in-class essay, online, or paper form) that simultaneously reveals the strengths and weaknesses of both their content knowledge and analytical writing skills.

Learning goals:• Improve student writing without sacrificing course content

time• Address fundamental structural deficiencies in a student’s

writing and facilitate improvement of these weaknesses• Make writing feedback more intelligible to students • Help students recognize and develop more effective

analytical writing practices through a feedback loop

Building Social Capital in the Classroom to Enhance LearningDina Hayduk and Lorri Engstrom, Kutztown University; Del Engstrom, Ursinus CollegeRoom: Landmark 4, Landmark Ballroom Floor

Learn concrete strategies to turn a classroom into an effective team that builds trust, cooperation, and communication skills to enhance learning. Too often students are thrown together in classes where we expect them to cooperate, openly discuss ideas, and work as a group without providing them the necessary steps to become a viable team. Experiential learning activities demonstrate the key components of high performing teams, and the pedagogical strategies to successfully implement teams.

Learning goals:• Apply “social capital” and social bonding in the classroom• Create teams that enhance learning in the classroom• Explore the research on designing teams and cooperative

learning pedagogy• Engage students with high impact activities that enhance

learning

An Active Learning Toolkit: Getting Started the Easy WayTeri Horton and Anthony King, University of Michigan-Ann ArborRoom: Landmark 5-6, Landmark Ballroom Floor

Trying to engage your students? An active learning approach could be the answer. Research supports the benefits of active learning, but many instructors have concerns about how they will cover content, manage the class, or have the time to redesign their course. We offer a workflow with two easy to use documents: the Active Learning Planning Guide and the Assessment Strategies and Learning Activities Guide. This interactive session guides you through the process of designing a complete active learning experience that will help your students improve learning outcomes.

Learning goals:• Create effective lesson plans• Apply active learning experiences that affect student learning

outcomes• Explore the interaction between content, activities, and

assessments in active learning classrooms• Use technology to support and enhance active learning

experiences


Community Engaged Pedagogy Using a Blended Course, Team-taught ApproachTammy Haley and Lisa Fiorentino, University of Pittsburgh at BradfordRoom: Landmark 7, Landmark Ballroom Floor

The integration of separate courses using a team-taught approach can serve to enrich learning while maintaining course fidelity. Using novel learning to facilitate community engagement and collaborative practice, you can create opportunities for tangible examination of the intersection of research and dis-cipline-specific application to practice, providing students with skills necessary in today’s workforce. This shared faculty approach to community engaged pedagogy draws on the strengths of individual faculty, serving to diminish barriers and limit stressors, allowing for a richer experience from the perspective of both student and educator.

Learning goals: • Apply methods of team teaching across courses• Develop active learning assignments and activities, moving

beyond the classroom with real-world projects that foster community engagement and collaborative practice

• Manage program components and achieve project goals in a 15-week semester

• Manage expectations and maintain faculty sanity when implementing novel learning activities

Fostering Resilience in Post-Secondary StudentsCandi Raudebaugh, Red Deer CollegeRoom: Gateway A, Gateway Level

Resilience impacts learning, experiences, retention, and success in post-secondary students. This study examined the impact of community of practice sessions on student resilience, factors that improve resilience, and ways to support students in becoming more resilient. This interactive session includes discussion of research data, practical strategies to set up a community of practice for students, and the opportunity to participate and share ideas related to resilience in faculty and students.

Learning goals: • Explore how community of practice sessions impact

resilience• Identify factors that improve resilience• Implement practical strategies to improve faculty resilience• Apply practical strategies to improve student resilience

The Ups and Downs of Virtual TeamsCharla Fraley and Lydia Gilmore, Columbus State Community CollegeRoom: Gateway B, Gateway Level

A gap exists in the literature about how to apply teams in the virtual classroom. We discuss effectively using teams in a virtual classroom. Through lectures and activities, we experience a series of proven strategies and learn how to implement these tactics into your own online classrooms.

Learning goals:• Apply team-based learning to a virtual classroom

• Interact with web-based technology• Model proven strategies for using virtual teams• Acquire tools to implement successful virtual teams

Brain-friendly Learning: Strategies That are More Than Just ActivitiesThomas Saleska and Sarah Lovern, Concordia University WisconsinRoom: Crystal Ballroom, 20th Floor; Crystal Ballroom elevator is on Lobby Level

Discover various teaching ideas that will engage students in higher-level thinking. These “classroom-specific” activities stimulate deeper understanding in any discipline. We explain how current research on brain physiology relates to three key areas that impact learning: prior knowledge, emotion/curiosity, and patterning/rehearsal. Several examples including unique student-produced videos, low-stakes assessments, computer simulations, and pattern-recognition activities are described and demonstrated.

Learning goals:• Engage the student brain and encourage deeper

understanding• Develop a more effective pedagogy by activating prior

knowledge, incorporating emotion and curiosity, and implementing patterning and rehearsal

• Apply brain-based teaching techniques to your own classroom teaching across a variety of disciplines

• Increase your understanding of how specific areas of the brain are involved in learning

Teaching Professionalism for Health Care StudentsRick Hoylman, Oregon TechRoom: Portland/Benton, Mezzanine Level

Employers, particularly in the health care industry, are looking for graduates who consistently demonstrate professionalism skills in addition to technical/cognitive skills. Consequently, there are three options facing educators: Educators expect their students to have these skills when they arrive on campus, they assume the student will acquire these skills somewhere, somehow during their time on campus, or they will intentionally teach and assess professionalism skills for their students. This presentation addresses the need to teach and assess professionalism and discusses potential methods for embedding these skills within the curricula.

Learning goals:• Identify the need for teaching soft skills or professionalism

for students pursuing careers in the health care industry• Define professionalism within the context of the health care

industry• Identify possible formal and informal methods to teach pro-

fessionalism skills• Discuss possible assessment mechanisms, and the

frequency of the evaluations, to evaluate professionalism skills of students, in the didactic, laboratory, and clinical environments


Repeat SessionFostering Grit to Increase Student SuccessAmanda Wilson, Oral Roberts University and Sarah Ramsey, Northeastern State University Room: Parkview/Aubert, Mezzanine Level

Grit can be a predictor of success in academics and life. Our research focuses on how college students connect grit to completing their degree and future careers. Through mixed-methods research, we determined grittier students were others-oriented and purposeful in their pursuits. This session teaches how to foster grit in your students by connecting their sense of purpose to their studies, and provides learning activities that you can incorporate into your classes.

Learning goals:• Assess and critically examine the concept of grit• Articulate recommendations to increase grit and purpose• Identify active learning assignments that foster grit and

purpose• Develop an action plan for implementation

Pedagogy, Diversity, Technology: A Mosaic Approach to Faculty DevelopmentJesse Kavadlo and Laura Ross, Maryville UniversityRoom: Hawthorn/Lucas/Flora, 21st Floor; Crystal Ballroom elevator is on Lobby Level

Demands on faculty seem to grow each year. While keeping up with disciplinary advances, professors continue to incorporate ideas related to teaching, new technologies, and many institutions’ rightly increasing emphases on inclusion. We share what our Center for Teaching and Learning is doing to create faculty development that separately focuses on pedagogy, diversity, and technology, while at the same time creating a project-based faculty learning framework that brings these pieces together to form a unified—what we are calling “mosaic”—model for teaching and learning.

Learning goals:• Increase faculty engagement• Focus on course revision• Improve outcomes• Explore the mosaic model for teaching and learning

Noon–1:00 pm

LunchRoom: Majestic Ballroom, Level 2

1:00 pm

Conference AdjournsThank you for a great conference. Please take the tools and

connections you’ve made at The Teaching Professor Conference and use them on your campus. We hope to see you next year, June 1–3, 2018 at the Westin Peachtree Plaza in Atlanta, Georgia.

Have a safe trip home!

UPCOMING CONFERENCES

Magna Teaching with Technology ConferenceOctober 6–8, 2017 | Baltimore, Maryland

The Magna Teaching with Technology Conference will examine the technologies that are changing the way teachers teach and students learn while giving special emphasis to effective ways you can harness these new technologies in your courses and on your campus.

www.teachingwithtechnologyconference2017.com

Leadership in Higher Education ConferenceOctober 19–21, 2017 | Baltimore, Maryland

To excel in your leadership responsibilities at your school, join other like-minded colleagues to explore the groundbreaking strategies, influential trends, and best practices that define effective leadership at the college and university levels today.

www.leadershipinhighereducation2017.com

The Teaching Professor ConferenceJune 1–3, 2018 | Atlanta, Georgia

Join educators with a passion for teaching to explore the latest pedagogical research, network with like-minded teachers, and discuss the state of today’s changing classroom.

www.teachingprofessor2018.com

june 2–4, 2017•st. louis, missouri - magnapubs.com · gigi saunders, missouri state university...

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