Preconference Workshops

The Teaching Professor Annual Conference offers a selection of half-day preconference workshops to further enrich your conference experience. The cost is $259 for each half-day preconference workshop. The half-day workshops are held Friday, June 3 in the morning and afternoon before the conference begins.

Enrollment is offered during conference registration.
If you have already registered for the conference and would like to add a workshop to your registration, call 608-246-3590 to enroll.


June 3, 2022 9:00 am–Noon
Optional A:

Social and Emotional Connections in All Classes to Help Students Learn and Engage

Flower Darby, author, speaker, consultant, and faculty

Abundant research shows that connectedness predicts academic achievement; yet both faculty and students are reporting feelings of disconnectedness and disengagement. We can promote equitable and inclusive student success by facilitating social and emotional connections in all modalities and disciplines. We will examine how to strengthen students’ sense of belonging, delve into our sociality as learners, and look to emotion science to identify practical strategies that improve students’ motivation, focus, memory, and overall learning. Whether you teach in person, online, or some combination of the two, you will leave with tips and ideas to help your students connect, learn, and engage. By the end of this workshop, participants will be able to: discuss the literature relating to connectedness and academic success; describe how attending to students’ sociality and harnessing the power of emotions can boost learning; identify a range of practical strategies to increase social and emotional connections—and thereby promote equitable student success—for all class modes and subjects.

June 3, 2022 9:00 am–Noon
Optional B:

Walk the Talk: Design and Teach an Equitable and Inclusive Course

Ching-Yu Huang, assistant professor of biology, Virginia Commonwealth University

We all recognize that inclusive teaching practices facilitate learning for all students. Why inclusive teaching has not been as widely adopted as we would hope? What does an inclusive classroom look like? How do we address diversity, inclusion, and equity issues to students without feeling awkward and uncomfortable? In this workshop, participants begin with examining their perception and definition of inclusive teaching practices. They then review a selective list of inclusive teaching practices to explore their inclusivity mindset and their existing teaching practices. Inclusive teaching will then be introduced as a five-theme framework with (1) classroom climate, (2) teaching pedagogical practices, (3) equitable access to resources, (4) course content and representation, and (5) assessment. Examples and strategies are provided and demonstrated to facilitate innovation and brainstorm ideas via small group discussions. Participants are encouraged to reinvent and draft an action plan based on this framework. They will develop a custom bundle of inclusive teaching practices for their courses and curricula that fit their teaching style, student populations, and their disciplines.

June 3, 2022 9:00 am–Noon
Optional C:

Teaching African American Students

Tywana Chenault Hemby, dean of humanities, education, and social science, Voorhees College

Our society is more socio politically, socio economically, and racially divided than ever before. There is no shortage of pundits stoking the flames of the intersectional unrest. What happens outside the classroom greatly affects the teaching and learning that occurs inside the classroom. To assume otherwise is naive at best and negligent at worst. Teachers—regardless of their position on the racial spectrum—and the African American students they teach, enter the classroom with their own authoritative experiences that shape their shared learning environment. If the goal of education is to teach students to apply the knowledge they have acquired in order to grapple with and solve real world challenges, then we must address the proverbial elephants in the room. There are ways to discuss race in America, across disciplines, with Black students, as a means of addressing diversity, equity, inclusion, and belonging in educational spaces that lead to increased motivation and academic performance. Participants will receive a link to a Pre-conference survey to assess faculty knowledge of African­ American Students in Higher Education. By the end of the workshop, they will be able to provide an environment conducive to engaging in difficult conversations pertaining to race in higher education; identify the impact of culture and race in educational spaces; discuss the issues, challenges, and joys associated with teaching African American students; describe conditions that put African American students at risk for conflict, academic distress, etc.; and share strategies to engage African American students in conversations of race as it pertains to their respective disciplines and learning processes.

June 3, 2022 1:00–4:00 pm
Optional D:

Beyond Grades: Using Assessment to Promote Learning

Michael Prince, professor of chemical engineering, Bucknell University

While many instructors often think of assessment in terms of grading or accreditation, research shows that assessment can be the single most effective tool instructors have for improving learning. This session will introduce different types of assessments and how they can be used throughout the semester to uncover student misconceptions and improve instruction. The session also discusses how to efficiently make up exams that are appropriately challenging but fair, as well as how to create and communicate clear and effective grading policies.

June 3, 2022 1:00–4:00 pm
Optional E:

The Inclusion Habit in Your Classroom

Amanda J Felkey, chair economics, business and finance program, Lake Forest College

Our classrooms have become more diverse, but are they more inclusive? By 2011 the racial makeup of students enrolling in college was similar to that of the US population, yet institutions cannot boast the same achievement when considering our graduates. This increase in diversity among undergraduates creates an opportunity for economic mobility and could decrease inequity, but only if these students feel like they belong and graduate. The Inclusion Habit® is an evidence-based solution that transfers inclusion work to the individual and is designed to make behavior more inclusive through six habit-building phases—embracing inclusion matters, understanding biases and sources, dispersing with the negativity surrounding unconscious biases, practicing thinking deliberately, reprogramming incorrect intuitions, and becoming more empathetic. Without behavior change, the effects of Diversity, Equity, Inclusion and Belonging (DEIB) programming and policy are limited. We will explore topics including how the overconfidence bias can create a negative effect of DEIB programming; why behavior change can take us beyond the current frontiers of DEIB; and how daily activities, commitment devices and social accountability can create habits of understanding, empathy and inclusion.

June 3, 2022 1:00–4:00 pm
Optional F:

Gaining Efficiencies in Grading While Still Supporting (or Even Improving) Student Learning

Amy Mulnix, director, Faculty Center, Franklin & Marshall College

Grading is the bane of a faculty member’s life. Yet few of us are intentional about managing this major responsibility. This workshop will explore a variety of strategies that will make grading more efficient as well as improving learning. Attendees will: gain clarity about their purposes for grading; develop time efficient strategies for marking papers and exams; and create in-class activities that teach content and provide feedback as part of class time. The workshop includes brief presentations, small group discussions, time for personal reflection, opportunities to incorporate what is being learned into concrete products, and gallery walks for sharing ideas. Attendees will leave the workshop with at least two revised or created approaches to implement in their classrooms. They will be able to articulate whether an assignment’s purpose is primarily to evaluate learning or provide feedback for improvement; identify four strategies for decreasing the amount of time spent in commenting on student work (including exams, papers, presentations, etc.); prioritize and tailor feedback to best meet the needs of individual students; and create opportunities for students to receive feedback during class time.