Concurrent Sessions

The Teaching Professor Conference represents the best thinking on issues related to teaching and learning today. Concurrent sessions are peer selected in several ways. After an open call for proposals, the conference advisory board members choose selected presentations through a rigorous blind review process. Outstanding presenters from the previous conference—as evaluated by conference attendees—return as invited presenters with either an updated or reprised version of their top-scoring presentation. Finally, the advisory board determines trends or topics not addressed by the general sessions and creates content in these areas.

Selected sessions will be announced by February 12, 2018.


Invited Presenters

Contains Graphic Content! Easy Steps for Creating Engaging Course Visuals

Suzanne B. Bellman and Nin Kim, University of Iowa

“Death by PowerPoint” is a concept that not only our students but even instructors have been painfully subjected to over their academic careers. There are many voices in higher education advocating that we put an end to this plague and design instead for increased student engagement. But how? Learn about the power of graphic design and the impact that it can have on your student’s perception of your content. We will provide you with practical steps to put you well on your way to designing amazing course visuals in no time at all. No Photoshop needed!

Learning goals:

  • Be able to create content that follows basic principles of graphic design and has a positive emotional impact on a viewer in order to increase attention, information retention, and engagement
  • Be able to design course materials that convey importance, establish credibility, and communicate care for the content and audience
  • Be able to access free tools and resources that facilitate the graphic design process

Engaging Generation Z Learners: Rethinking How We Engage the Digital Generation

Vickie S. Cook, University of Illinois Springfield

Through group discussions, engage in exploring the learning characteristics and preferences for classroom engagement of Generation Z students, including phones, tablets, and laptops. In this updated session, we will use a Community of Inquiry format to engage participants with the presenter, participants with each other, and participants with web content. We will explore current stereotypes of Generation Z students and how teachers can more effectively engage students born between 1996 and 2010. A website with links to research, videos, and additional readings on this topic is part of the presentation.

Learning goals:

  • Explore the learning characteristics of Generation Z students and how these are differently than previous generations
  • Explore strategies for engaging Generation Z students in the classroom
  • Explore biases and how to look past stereotypes to engage students in learning activities and approaches and engage in active learning through use of personal devices and table-top discussions

Teaching Professionalism for Health Care Students

Richard Hoylman, Oregon Tech University

One of the goals of educational programs in the Health Sciences is to effectively provide education and training that will prepare students and graduates for success in the health care industry. Health care organizations desire graduates who will consistently and accurately exhibit those attitudes and behaviors that reflect the values of those organizations. Some of the skills that are most desirable are Professionalism skills.
This presentation addresses the need to teach and evaluate professionalism skills both in the academic, as well as the clinical environments. We will discuss methods to teach and evaluate Professionalism as well as discuss potential consequences to educational programs and organizations who fail to address this issue.

Learning goals:

  • Define Professionalism
  • Discuss why teaching and evaluating Professionalism is essential
  • Identify methods to teach Professionalism
  • Describe at least one method for evaluating Professionalism

Using Improv in the Classroom: Saying “Yes, and…” to Changing the Way You Teach and How Your Students Learn

Rosie Hauck and Terry Noel, Illinois State University

In this updated session, we will apply the tenets of improvisation as a novel method of changing not only the way we teach but also the way students learn. You will have the opportunity to participate in improv activities that are centered on saying “Yes, and…” and learn how this approach can educate students in engaging, interactive, and transformational way.

Learning goals:

  • Understand the benefits of using improv in teaching
  • Gain experience by participating in improv exercises
  • Explore using various exercises in an educational setting and develop practical strategies for using improv in your class