The Teaching Professor Conference Mentor Collection

The Teaching Professor Conference Mentor Collection

The Teaching Professor Conference Mentor Collection

This collection of ten Magna 20-Minute Mentors brings you top content from the Annual Teaching Professor Conference—just in time for the new school year. Take this opportunity to reinvigorate your teaching through insights from popular sessions. These quick-hitting 20-minute videos offer solutions to common classroom challenges.

Purchase this suite of 20-Minute Mentors, which includes:


Why is Intercultural Competence Important and How Can it Improve my TeachingWhy is Intercultural Competence Important and How Can it Improve my Teaching?
This program is designed to teach learners what intercultural competence is, why it’s important, and how to build it in both faculty and students. Explore some of the cultural differences instructors are likely to face in the classroom along with myths surrounding intercultural competence. Participants learn to reflect on their own assumptions that they bring to the classroom, as well as strategies to overcome assumptions and foster a more culturally responsive approach to teaching.


What Culturally Responsive Teaching Techniques Can I Use to Improve LearningWhat Culturally Responsive Teaching Techniques Can I Use to Improve Learning?
This program is designed to teach participants how multiculturalism impacts the classroom in a variety of ways with a variety of learning outcomes. Instructors learn to account for the multitude of cultures in the classroom by teaching in a culturally responsive way that ensures that all students have the same opportunity to learn.


Beyond Syllabus Policies What Strategies Help Students Take Responsibility for LearningBeyond Syllabus Policies: What Strategies Help Students Take Responsibility for Learning?
Many syllabi are filled with detailed description of course policies delineating, in great detail, the consequences of violating the rules set by the teacher. Are policies and penalties a teacher’s best or only option to manage student behavior? Do they help students grow as learners? In this 20-Minute Mentor, the focus shifts from policies to practices that help students assume more responsibility for their learning.


How Can I Plan or Revise My Courses More EfficientlyHow Can I Plan (or Revise) My Courses More Efficiently?
Do you have a system or standard process for prepping a course you’ve taught before? Where do you start? Often, planning revolves around syllabus revision, closing loopholes, and adjusting dates. What most of us need is a strategic, instructionally sound set of steps to help guide our decision-making. This 20-Minute Mentor provides just that, a four-step model considering the big picture goals, major content areas, calendar implications, and assessments.


How Can Preparing to Teach Online Improve My Face-to-face TeachingHow Can Preparing to Teach Online Improve My Face-to-face Teaching?
Teachers often assume their face-to-face pedagogies are, by default, better than online. When teachers are tasked with developing an online course, their thinking often follows along these lines: “This is what I do in class. How can that be translated online?” Online course preparation leads to more effective face-to-face teaching. The process of developing an online course requires an examination of classroom-based course design, exploration of assumptions about learning, and ultimately improves instructional practice in both settings. This mentor explores these issues along five dimensions: teaching persona, power distance, instructional clarity, student interaction, and learning assessment.


Is Coaching a Good Fit for My Faculty Development ProgramIs Coaching a Good Fit for My Faculty Development Program?
This 20-Minute Mentor focuses on the basic requirements for implementing a coaching program. It distinguishes between starting a coaching program from the beginning or expanding a mentoring program to include coaching. The program outlines the benefits, challenges, and responses to possible setbacks when implementing coaching within faculty development programs at an academic institution.


How Do I Move from Mentoring to Coaching in Faculty DevelopmentHow Do I Move from Mentoring to Coaching in Faculty Development?
This program outlines the benefits of mentoring for faculty members early in their teaching career, explores the differences between mentoring and coaching, explains the relationship between them, and presents a strong rationale for coaching as a faculty development initiative across all stages of a faculty career.




What 5 Play-based Activities Can I Use to Create an Active Learning-centered ClassWhat 5 Play-based Activities Can I Use to Create an Active, Learning-centered Class?
This program will help you become more student-centered in the way you design and teach your courses by presenting five play-based activities that can be incorporated into teaching for almost any subject. Simple and engaging activities such as comparing and contrasting similarities and differences can greatly impact student learning.


How Can I Most Effectively Fulfill My Citizenship RequirementsHow Can I Most Effectively Fulfill My Citizenship Requirements?
This program helps faculty determine how to be more effective in citizenship responsibilities and take a more active role within the department and college. Alford’s tips apply to being an effective and efficient committee member and to serving as a successful committee chair. His strategies empower faculty to leave every citizenship assignment in better shape than they received it.



What are 10 Tips to Collaborate with ColleaguesWhat are 10 Tips to Collaborate with Colleagues?
This program helps faculty consider different ways to improve the way they collaborate with colleagues. From teaching to scholarship to citizenship, consider suggestions that make collaboration more worthwhile and effective, and explore ways to use collaboration to master new assignments and break out of academic ruts, increase productivity, and improve results.



Upon completion of these programs, you’ll be able to:

  • Understand some of the myths of intercultural competence
  • Learn three key skills to obtaining intercultural competence
  • Recognize the cognitive, behavioral, and affective behaviors that build intercultural competence
  • Learn how to impart intercultural competence skills to students
  • Understand how cultural differences impact student's experience in the classroom
  • Incorporate culturally responsive strategies in the classroom
  • Recognize how cultural differences are exhibited in the classroom
  • Contrasting syllabus policies with instructional strategies and teacher behaviors that help students become more self-directed learners.
  • Identifying instructional strategies, assignment characteristics and learning activities to help students see why some behaviors hurt their efforts to learn.
  • Listing class meetings on a calendar
  • Specifying the purpose of each class
  • Designating time periods for learning, based on difficulty and time of semester
  • Chunking content
  • Examining the course as a whole
  • Persona and presence in the classroom and online
  • Strategies to limit unproductive cognitive load in the classroom and online
  • Synchronous and asynchronous student interaction, face to face and online
  • Assessments across instructional settings
  • Determine whether coaching is a good tool for your faculty development program
  • Assess the benefits and challenges of implementation of a coaching program
  • Identify next steps to implementing coaching, whether there is currently a mentoring program in place at your institution or not
  • Distinguish between mentoring and coaching as distinct forms of support for faculty development
  • Identify specific ways in which coaching moves beyond mentoring
  • Appreciate how mentoring and/or coaching can be used effectively at various stages of a faculty career
  • Be aware that play is a vital part of the acquisition of knowledge
  • Learn to use imagination, creativity, and surprise as strong influencers in learning
  • Build enthusiasm, a warm environment and dialogue, and deliberate practice in their classroom


  • Defining intercultural competence
  • Broadwell’s Hierarchy of Competence
  • Nitza Hildalgo's Culture as Iceberg Concept
  • Six basic cultural differences we find in the classroom
  • Introspection: What messages and experiences shape personal assumptions
  • How to foster a more culturally responsive approach to teaching
  • What does a multicultural classroom look like?
  • Syllabus policies
  • Syllabi that attempt to address every possible scenario emphasize lost points and consequences, instead of focusing on learning.
  • Common problems addressed through syllabus policies
  • Solutions
  • Reviewing and revising content areas
  • Examining prior course calendars
  • Considering methods of assessment and grading
  • Presence and distance
  • Student Interaction
  • Clarity and unproductive cognitive load
  • Reconsidering assessments
  • Basic requirements for coaching in faculty development
  • Adding coaching to your mentoring program
  • Benefits and challenges of implementing coaching
  • Mentoring for early career faculty
  • Mentoring vs. coaching
  • Coaching for all stages of a faculty career
  • How coaching is different
  • Active learning activities/assignments
  • Student engagement
  • Why incorporate play?
  • Benefits of play in the classroom
  • Five ideas for play
  • Citizenship assignments and responsibilities
  • Committee responsibilities and being an effective team member
  • Collegiality
  • Running effective meetings
  • Meeting deadlines
  • Collaborating with colleagues
  • Meeting deadlines
  • Compromise
  • Collegiality


This program will benefit:

  • Professors
  • Department Chairs
  • Deans
  • Associate Deans


Product Code: PM18YA

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