Call for Proposals


The Call for Proposals is now closed.

Confirmation of accepted proposals will be sent by January 15, 2019. Sessions will be posted to this website in February.

Selected presenters are responsible for their own conference registration, lodging, travel arrangements, and duplication of session handouts. Selected presenters receive the $679 published rate regardless of deadline.

New This Year! 20-Minute Mentor sessions! These live presentations answer a single teaching or learning question with actionable advice in just 20 minutes.

Featured Topical Areas

Topical Area 1: Learner-Centered Course Design

Learner-centered courses are those that an instructor designs and facilitates around student learning needs (rather than their own). Learner-centered teaching strategies promote student responsibility for learning, critical thinking, reflection, collaboration, and motivation. Becoming more learner-centered may require a teacher to step outside of his or her comfort zone—to develop new assumptions about what it means to teach as well as alternative instructional strategies. Submissions to this track should focus on supporting attendees in becoming more student-centered in the way they design and teach their courses. Although innovative examples are encouraged, please do not submit a session that is built around one particular course.


Topical Area 2: Student Engagement

Years of research tell us unequivocally that engaged students learn more than disengaged students. Yet, many teachers misunderstand what engagement really is—confusing it with oral participation, for instance. In actuality, engagement is a multidimensional construct (and oral participation may be a very minor indicator of it). Submissions to this track should focus on instructional strategies (e.g., assignments, in-class activities, discussion prompts, assessments, teacher communication) that promote one or all of the dimensions of student engagement: behavioral engagement; emotional engagement; and cognitive engagement.


Topical Area 3: Teaching Specific Types of Students

Although most Teaching Professor Conference sessions are aimed at diverse audiences that teach in a wide variety of disciplines and institutional types, some learner populations have unique and specific needs. For example, students in some professional studies (e.g., nursing, law, accounting) are preparing for high stakes certifications or board exams. International or English as Another Language students sometimes struggle to assimilate into a new culture and learn advanced material. First generation college students may lack family support or reinforcement for success in college. Any student group that perceives itself to be a minority on campus or in the community may face learning challenges. Submissions to this track should focus on issues of concern to teachers who may work with any unique population, and offer strategies and innovative ideas for supporting these students..


Topical Area 4: Instructional Vitality: Ways to Keep Teaching Fresh and Invigorated

For a variety of reasons, semester after semester and year after year, teachers often rely on repertoire of course-specific practices and general instructional strategies that work for them and their students—until they don’t. Teachers get bored, students and their needs and preferences change. And as teachers acquire tenure, status, and experience, they may feel free to take more risks and be increasingly innovative. Submissions to this track should focus on ideas for supporting mid- and later-career faculty in making positive changes that will invigorate and refresh their teaching and communication relationships with students.


Topical Area 5: New Faculty

New college and university faculty have a unique set of needs and concerns as they develop an appropriate teaching philosophy; build credibility with students and peers; and learn a repertoire of teaching strategies that are effective in building student engagement, motivation, and learning. At the same time, their academic units take risks when placing new graduate students, assistant professors, or adjunct faculty with experience outside of the academic environment (but little or no teaching experience) in the classroom. Submissions to this track should focus on these special concerns surrounding new faculty. They may be aimed at the new teachers themselves, or colleagues and administrators responsible for supporting and mentoring new faculty.


Topical Area 6: Teaching and Learning with Technology

We are living and teaching in the digital age, and technology has the power to infuse our courses with information, interactivity, and innovation. At the same time, however, it can overwhelm and confuse both teachers and students. Submissions to this track should focus on the effective use of teaching and communication technologies in face-to-face, hybrid, and online courses. Proposals may discuss unique use of specific technologies (but the technologies should not be proprietary to your institution or ones you have a commercial/financial interest in), general strategies for making sure that technology supports teaching and learning about our content (rather than becomes the center point of our courses), student preferences and needs relevant to technology, knowing when traditional face-to-face strategies are still best, or selecting the right medium or application for the learning task.


Topical Area 7: Grading and Feedback that Promotes Learning

Some of the best teachers and communicators struggle to give useful feedback that students will value and use. Effective grading practices and feedback keeps students engaged and confident, and promotes their mastery and deep learning. However, students often ignore our feedback, resist it and become defensive, or lose confidence and motivation. Submissions to this track should focus on grading practices and strategies for delivering specific, constructive, timely feedback that promotes students’ positive attitudes toward our course content and eventual accomplishment of intended learning outcomes.


Topical Area 8: Scholarship of Teaching and Learning (SoTL)

In addition to being great teachers, many of our Teaching Professor Conference attendees are doing innovative research on teaching and learning, using a variety of methodologies and focusing on a wide range of learner populations and educational contexts. Submissions to this conference track should focus on the conceptualization, design, and results of research the presenters have conducted on any aspect of teaching and learning. These sessions may be less “hands on” for participants than those in the other tracks and resemble a more traditional academic conference presentation with time for questions.


Topical Area 9: Faculty Development

Faculty development is concerned with the support and ongoing development of instructional faculty at the institutional or unit level. Submissions to this track should be aimed at attendees who are responsible for or interested in faculty development at their home institutions. Proposals should focus on current and innovative topics that faculty developers might be interested in addressing on their campuses, as well as innovative formats and strategies for motivating faculty to come to faculty development opportunities.