Preconference Workshops

The Teaching Professor Conference offers one full-day and a selection of half-day preconference workshops to further enrich your conference experience.

The cost is $365 for the full-day preconference and $205 for each half-day preconference. These sessions are held Friday, June 2, before the conference begins.

Enrollment is offered during conference registration.

If you have already registered for the conference, call 608-246-3590 to enroll.

This Preconference Workshop is Sold Out

Faculty Development through the Lens of Learning

Friday, June 2, 2017 | 8:30 am–4:30 pm (full day, Includes breakfast and lunch)

Presenters: Nicki 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 College

Anne Tumbarello Anne Tumbarello,
Molloy College
Nicki Monahan
Nicki Monahan,
George Brown College
Olena Zhadko
Olena Zhadko,
Lehman College, CUNY
 Josie G. Baudier Josie G. Baudier,
Kennesaw State University
 Amy B. Mulnix, Amy B. Mulnix,
Franklin and Marshall College

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:

  • How different program formats can benefit different audiences
  • Boosting participation among full-time, part-time, and adjunct faculty
  • Helping faculty connect theory to practice
  • Shifting technical training from “how-to” to “why-should-you”
  • Using a formal new faculty orientation program to reflect institutional initiatives and the science of teaching and learning
  • Developing a results-oriented communications plan to drive participation and engagement
  • Why social media should be leveraged as a tool for outreach and follow-through

In this working session, you’ll create an action plan for:

  • Creating program formats in alignment with faculty needs
  • Communicating and promoting faculty development programs
  • Recasting faculty development to encourage engagement and growth

Any Questions? A Practical Approach for Increasing Students’ In-Class Questions

Friday, June 2, 2017 | 8:30 am–Noon

Presenter: Steve Snyder, professor, Grand View University

 Steve Snyder Steve Snyder,
Grand View University

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.

Creative Course Design

Friday, June 2, 2017 | 8:30 am–Noon

Presenters: Ken Alford, professor, and Anthony Sweat, assistant professor, Brigham Young University

Anthony Sweat Anthony Sweat,
Brigham Young University
Ken Alford Ken Alford,
Brigham Young University

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.



Using Learning and Teaching Philosophies to Teach and Learn

Friday, June 2, 2017 | 8:30 am–Noon

Presenter: Neil Haave, associate professor, University of Alberta

Neil Haave Neil Haave,
University of Alberta

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.

Tools and Strategies that Promote Deep Engagement with Assigned Readings

Friday, June 2, 2017 | 1:00–4:30 pm

Presenters: Oliver Dreon, associate professor, and Jennifer Shettel, associate professor, Millersville University of Pennsylvania

Jennifer Shettel Jennifer Shettel,
Millersville University of Pennsylvania
Oliver Dreon Oliver Dreon,
Millersville University of Pennsylvania

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.

From Fear to Freedom: Facilitating Meaningful Conversations about Diversity in the College Classroom

Friday, June 2, 2017 | 1:00–4:30 pm

Presenters: Tolulope Noah, assistant professor, Azusa Pacific University
Tasha Souza, associate director for the Center for Teaching and Learning and professor, Boise State University

Tasha Souza Tasha Souza,
Boise State University
Tolulope Noah Tolulope Noah,
Azusa Pacific University

Faculty 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.

Learning Assessment Techniques: An Integrative Approach to Promoting and Assessing Deep Learning

Friday, June 2, 2017 | 1:00–4:30 pm

Presenter: Claire Howell Major, professor, University of Alabama

 Claire Howell Major Claire Howell Major,
University of Alabama

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.