Poster Sessions
Posters at the Teaching Professor Conference are visual representations of a model or strategy for teaching and learning and cover topics that align with many of the conference tracks. Conference attendees can view the posters and discuss the project, program, or research with presenters during the opening reception.
This poster introduces an AI-powered system that provides instructors with private, session-specific teaching feedback generated from class transcripts and materials. The system identifies learning objectives covered, highlights instructional strategies used, and suggests potential areas of student confusion. Findings from faculty pilots show how timely, actionable feedback supports reflective practice, course alignment, and professional growth without requiring peer observations.
Perry Samson
University of Michigan
This poster will showcase a course designed for undergraduate students who are preparing for an internship. The course supports students’ success in internships and future careers by helping them explore career interests and by providing professional development content, including communication, ethics, and behavior. Through this course, students demonstrate strong interpersonal and written communication skills and demonstrate clear readiness to function at a professional level in a community service organization.
Elissa Thomann Mitchell
University of Illinois at Urbana-Champaign
Faculty support related to teaching at a large university often falls to campus centers which can be isolating or lead to disconnection. This poster will highlight a website created to support faculty teaching development within a specific college at a large university. Having support for faculty within the college helps to bring people together and build a community around teaching and learning.
Jennifer Banda & Debra Korte
University of Illinois at Urbana-Champaign
Current events bring the real world into the classroom. Through well-crafted assignments, instructors can utilize current events while building student critical thinking skills and increasing engagement. This poster explores the use of current events to engage students and assist with understanding of theoretical concepts.
Megan Beeler
Blackburn College
This poster showcases Desert Futures – Voices of the Desert, a project that integrates nature journaling, biodiversity observation, and intergenerational collaboration to foster student engagement and resilience. Faculty will see how place-based, cross-disciplinary practices connect science, humanities, and community partnerships, while supporting inclusive, active learning.
Molina Walters
Arizona State University
In this poster, attendees will learn how a service-learning project improved self-efficacy in kinesiology students early in their academic career. Students were required to teach a 10-minute segment of a group fitness class to a group of community members after practicing their routine in the classroom. Results showed improvement in student’s confidence in explaining fitness-related information and providing modifications to lay population. Themes that were identified from focus groups included “new perspective” and “improved confidence.”
Chris Rash
Indiana University Indianapolis
This poster presents a model for preparing undergraduate Computer Science students for real-world careers in Data Science, AI, ML, and Deep Learning by integrating micro-credentials, project-based learning, and mentoring into technical courses. Micro-credentials help students build career-ready skills in communication, teamwork, ethics, and problem-solving.
Amin Sahba
University of Texas at San Antonio
Integrating case-based learning (CBL) with mind mapping creates an engaging learning environment where students actively construct knowledge as teachers transition from lecturers to facilitators. CBL enhances cognitive and behavioral engagement by encouraging students to explore real-world scenarios and collaboratively tackle clinical dilemmas. Mind maps further this engagement by visually organizing ideas and clarifying relationships. Together, these strategies transform clinical thinking into an active, inquiry-driven process, where students face uncertainty in decision-making and learn to synthesize information, refine their understanding, and solve complex problems.
Kelly Kleinhans
Austin Peay State University
Student evaluations of teaching (SETs) are widely used to assess instructional effectiveness but often trigger strong emotional reactions from faculty, especially when feedback feels unfair or biased. This study explores how instructors cope with SETs and the strategies they use to manage stress and maintain teaching self-efficacy. Using the Brief COPE framework, results highlight patterns of reflection, support-seeking, and avoidance, offering insight into how institutions can better support faculty well-being and retention.
Jeremy Savage
University of Denver
In today’s AI-shaped higher education landscape, students learn, and should be assessed, differently. This poster highlights an innovative, student-centered design for an upper-level Forensic Chemistry course serving both undergraduate and graduate students. Course materials were shared in advance to support preparation, while class time focused on student-led presentations, discussion, and collaborative problem-solving through case-based activities tied to real-world forensic practice. Assessment emphasized participation, presentations, group work, and applied assignments rather than traditional exams. This approach fostered strong engagement, self-motivation, and deeper connections between course content and professional application.
Somdev Banerjee
Illinois Institute of Technology
This poster presents strategies to improve engagement among freshman students taking pre-math courses essential for STEM success. By using interactive problem-solving, low-stakes collaborative activities, and structured peer support, the approach strengthens behavioral, emotional, and cognitive engagement. These practices help students build confidence, persist through challenges, and develop the foundational skills needed for future STEM coursework.
Vahideh Hashempour
University of Texas at San Antonio
This poster presents a guided LLM-integration framework designed to enhance reasoning and problem-solving in the Mathematical Foundations of Computer Science course. Rather than relying on AI for answers, students learn to analyze, critique, and refine LLM-generated reasoning. Through redesigned assignments and interactive exercises, the approach strengthens conceptual understanding, creativity, and preparation for advanced CS courses.
Amin Sahba & Ramin Sahba
University of Texas at San Antonio
Mathematics is often perceived as high-stakes and rigid, which can create barriers for students experiencing anxiety, self-doubt, and low confidence. This poster introduces Math Study Skills, an openly accessible resource designed to address these challenges by pairing practical strategies for improving mathematical performance with approaches that build resilience, self-efficacy, and a growth mindset. Emphasizing belonging and emotional development, the resource supports students in recognizing progress, overcoming barriers, and building confidence. Attendees will also see how the textbook can support equity-minded teaching practices and reduce access barriers through OER.
Shanda Hood & Joshua Girshner
University of Arkansas
Student engagement is essential for academic success. Without the proper motivation, interest, and curiosity, students may struggle both academically and emotionally. Faculty are the prime catalysts for engaging students to explore, adopt, and develop active learning strategies. Student engagement starts on day one, during student onboarding. Creating an engaging orientation program not only excites students about the profession they have chosen but creates a culture of engagement to support the student in the program they are entering. This poster session outlines strategies introduced during orientation that actively engage, motivate, and set up students for success throughout the program.
Karen Britt
Massachusetts College of Pharmacy and Health Sciences
ESL students at community colleges often struggle with information literacy (IL) because concepts like credibility, bias, and scholarly publishing are abstract and language-heavy. Traditional IL instruction can feel overwhelming for multilingual learners. This poster highlights an analogy-based approach that makes IL concepts clearer and more engaging for ESL students. For example, the iceberg model shows that what students first see is only the surface. The larger section below the water represents deeper evaluation: author expertise, methods, bias, purpose, and peer review. Using a familiar visual reduces language demands and helps students understand IL skills more intuitively.
Nicole Duncan-Kinard
Community College of Philadelphia
This poster presents an evidence-informed model for redesigning assignments using generative AI to strengthen competency-based learning while maintaining academic integrity. Drawing from undergraduate communication courses, it highlights AI-aligned tasks, structured prompts, transparent rubrics, and an AI chatbot tutor that offers equitable, on-demand support. Preliminary student evidence indicates greater engagement, deeper analytical thinking, and greater confidence. Attendees will gain adaptable templates, sample tasks, and responsible-use guidelines.
Iliana Ballester-Panelli
Universidad del Sagrado Corazón
Faculty often seek meaningful ways to connect course concepts to real-world applications while demonstrating the relevance of the material. This poster explores how citizen science projects can be integrated into both major-level biology courses and non-major general education science courses, across in-person and online formats. Assignments ranged from one-time lab activities to ongoing projects and extra credit opportunities, engaging students in collecting and analyzing real data through both fieldwork and digital platforms.
Ana Jurcak-Detter
Friends University