Preconference Workshops

The Teaching Professor Annual Conference offers a selection of half-day preconference workshops to further enrich your conference experience.

The cost is $225 for each half-day preconference. These sessions are held Friday, June 7, before the conference begins.

Enrollment is offered during conference registration.

If you have already registered for the conference, call 608-246-3590 to enroll.


Why is Teaching Hard to Improve?

Friday, June 7, 2019; 8:30—Noon

Maryellen Weimer, editor, The Teaching Professor newsletter, professor emerita, Penn State Berks

Maryellen Weimer Maryellen Weimer,
Penn State Berks

Some of the reasons we all know: teaching isn’t valued as much as research; a lot of content has to be covered; and instructional growth isn’t always expected or well supported by our institutions. But these mainly external reasons aren’t all that makes teaching improvement challenging. It’s tough when an individual teacher tries to change. Why? It’s hard when faculty developers try to support individual improvement efforts. What makes it so?  In this session we’ll explore these lesser known reasons that get in the way of efforts to improve and talk about how they can be overcome.

 


Kicking Lecture to the Curb! Even Large Lecture Classes Can Experience Deeper Learning Using Active, Gamified, Project-Based Learning Strategies

Friday, June 7, 2019; 8:30—Noon

Niki Bray, instructor/instructional designer, University of Memphis

Niki Bray Niki Bray,
University of Memphis

Learn how active, gamified, project-based learning strategies converted a 120-student Intro to Exercise Physiology course with a high DWF rate into an instant success (101 - A’s, 18 - B’s, 1 - C, 0 - D’s, 1 – F). Learn how the gamified learning replaced lecturing and sparked excitement, drove up engagement, and increased persistence in every student. These strategies drove student engagement, satisfaction, and success sky high. You’ll earn how to develop group project-based learning to situate learners in the world of professionals in the field, experience the use of Kahoot! and Nearpod first hand, and walk away with course design details, Kahoot!s, Nearpods, real group project samples, example project guidelines, and project assignment sheets you can modify and use in your class (large or small/online or on-ground) right away. Participants will gain knowledge of how to develop and implement active, gamified, and project-based learning strategies in their course; create a Kahoot! game; create a Nearpod lesson; and create a plan to implement one or more strategies shared from this session into an upcoming course.


Enhancing Teaching and Learning in a Clinical Setting

Friday, June 7, 2019; 8:30—Noon

Rosemary Tyrrell, director of faculty development, University of California Riverside School of Medicine

Rosemary Tyrrell Rosemary Tyrrell,
University of California

What makes a great clinical preceptor? Cognitive psychologists and neuroscientists have provided us with a large body of work on how humans learn; however, translating these ideas into teaching practice is no easy task, particularly in a busy clinical setting. Despite many years of training for their specialty, most clinicians and preceptors have little formal training in the role of teacher. This workshop will examine strategies for enhancing teaching and learning in a clinical environment. In this participatory workshop, we will explore: evidence-based teaching methods to support learning; qualities of a great preceptor; strategies to establish a successful learning environment; methods for effective feedback; and techniques to teach in the presence of patients. During the session, participants will complete an action plan for improving teaching methods in clinical settings at their institutions. By the end of the session, participants will have explored evidence-based methods to support learning; developed methods to improve teaching practice in a clinical setting; identified qualities of an outstanding clinical preceptor; created strategies for teaching in the presence of patients; and reviewed effective methods of giving feedback, including the One-Minute Preceptor.


Classroom Cognition: Using Educational Neuroscience to Enhance College-Level Learning

Friday, June 7, 2019; 8:30—Noon

Angela Zanardelli Sickler, associate director of study skills academy, Wayne State University

Angela Zanardelli Sickler Angela Zanardelli Sickler,
Wayne State University

College students are spending a great deal of energy on comprehending and retaining course material, but their efforts are often unfruitful. Throughout their academic journey thus far, students have been taught what to learn, but seldom how to learn. The most recent research on cognitive neuroscience offers educators a better perspective into the most effective approaches to learning. This interactive workshop provides participants with a clear understanding of why the science of learning is an imperative component of instruction, as well as ways to seamlessly include evidence-based study systems into their class content without sacrificing significant time from the lesson. After this workshop, participants will be able to recognize common ineffective study habits used by students, define the top five evidence-based learning strategies, describe how high levels of stress can cause challenges with processing, retaining, and retrieving newly-learned material, understand the correlation between physical wellness and cognitive performance, and apply subject-appropriate learning performance techniques in work with respective student populations.


Infusing Experiential Learning into Your Course

Friday, June 7, 2019; 8:30—Noon

Donna Qualters, associate professor, and director and Annie Soisson, associate director, center for the enhancement of learning and teaching, Tufts University

Annie Soisson Annie Soisson,
Tufts University
Donna Qualters Donna Qualters,
Tufts University

Experiential learning is becoming an increasingly valued form of pedagogy in higher education. The research on experiential learning demonstrates stronger student learning outcomes, more self-aware learners, and increased motivation in the discipline (Qualters 2010, Kolb & Kolb 2005). Experiential learning truly promotes the transformational experience every college promises its students. Many universities have begun experiential programs such as co-op, internships, service learning, and study abroad, yet very few faculty understand how they can promote experiential learning in their own classrooms. The research indicates that while students spend the majority of their time in classes they more frequently mention experiential activities outside of class as the most impactful for learning. If campuses want to develop a “culture of experiential learning,” students have to be introduced to the concept in their discipline classes. This workshop will help participants envision what experiential learning can look like in the classroom, understand the theoretical underpinnings and best practices in experiential learning, and produce a plan to incorporate experiential learning in their course. Participants will define experiential learning in the context of their discipline, understand the major theorists, principles, and best practices in experiential learning, explore how experiential learning can be incorporated in their class, share ideas on effective experiential learning practices, work through backward design to have a draft plan for incorporating experiential learning activities and assessment for their course.


Contains Graphic Content: Engaging Students with Course Visuals Workshop

Friday, June 7, 2019; 8:30—Noon

Beth Bellman, lecturer, and Nina Kim, lead instructional designer, The University of Iowa

Nina Kim Nina Kim,
The University of Iowa
Beth Bellman Beth Bellman,
The University of Iowa

“Death by PowerPoint” is a concept that not only our students but many 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 students’ perception of your content. This active learning workshop is meant to not only teach instructors why good design matters to learning but to also equip them with hands on practice, strategies, and resources for making it a reality in their courses. We will review the seven principles of good design accompanied by application exercises for each principle that include: breaking down a slide deck, making a color scheme, downloading designer fonts, creating composition, and many more! Attendees will have the opportunity to redesign several of their own slides and a create a banner for their course for use in documents or learning management systems. After this workshop, participants will 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; design course materials that convey importance, establish credibility, and communicate care for the content and audience; access free tools and resources that facilitate the graphic design process; and practice applying the seven principles of good design to your own course materials. *NOTE: This is a hands-on workshop. In order to participate participants must bring a personal laptop to engage in the design activities. Tablets are not sufficient for design work.


Creating a Faculty Learning Community on Inclusive Pedagogy

Friday, June 7, 2019; 8:30–Noon

Jane Palmer, director, community-based research scholars program, Ximena Varela, director, arts management program, department of preforming arts, Shawn Bates, assistant professor, School of International Service, American University, School of Public Affairs, Erica Hart, department of psychology, Elissa Margolin, department of health studies, and Carolyn Parker, School of Education, American University

Jane Palmer Jane Palmer,
American University

How do we teach inclusively? Where do we find the resources, and sometimes the fortitude, to tread outside our comfort zones in the classroom to create more supportive, inclusive, challenging, and, ultimately, more rewarding environments for our students, and ourselves? This session offers lessons learned about both inclusive pedagogy and about the opportunities and challenges of Faculty Learning Communities as potential tools for deep faculty learning and relationship-building. Facilitators will discuss lessons learned about inclusive pedagogy and will also share how the FLC model worked as a tool for deep pedagogical engagement and relationship-building. They will describe how the FLC model offered a rare space in which to center and deeply engage with teaching practice, while building meaningful collegial relationships along the way. Workshop participants will have an opportunity to practice participating in a mock FLC to work on their own dilemmas in the classroom and reflect on some specific readings in their area of inclusive pedagogy. Participants will learn concrete strategies to facilitate their own faculty learning communities to cultivate more inclusive classrooms. After this pre-conference workshop, participants will be able to describe the need for Faculty Learning Communities on Inclusive Pedagogy in their institution; organize and facilitate a Faculty Learning Community at their institution; reflect on their and others’ teaching dilemmas related to inclusion; and devise strategies to prevent and respond to dilemmas in the future with the support of faculty colleagues.


Teaching and Evaluating Professionalism for Health Care Educators

Friday, June 7, 2019; 1:00—4:30 pm

Richard Hoylman, professor and program director, Oregon Institute of Technology

Richard Hoylman Richard Hoylman,
Oregon Institute of Technology

Critical thinking, problem solving, effective communication, professional ethics and emotional intelligence are just a few examples of skills employers increasingly require from graduates and employees in the Health Care disciplines. These skills should be modelled, taught, and evaluated by educators, both on campus and in the clinical environment, in order to adequately prepare their graduates to be successful and competitive when accessing employment opportunities. This workshop introduces options for teaching and evaluating professionalism skills and gives participants an opportunity to develop or modify a professional evaluation tool. In addition, there will be discussion regarding how to effectively use this tool. After completing the workshop, participants will be able to identify skills commonly associated with professionalism, develop or modify a Professional Evaluation tool to be used with students on campus and in the clinical environment, and develop a schedule to administer the Professional Evaluation tool and a policy addressing how it is to be used.


Designing and Implementing Effective Examples for Student Learning

Friday, June 7, 2019; 1:00—4:30 pm

Stephen L. Chew, professor and chair, Samford University

Stephen L. Chew Stephen L. Chew,
Samford University

Is there a teacher who doesn’t use examples to promote student understanding and learning? What, however, do we really know about the best practices for using examples in teaching? The existing research indicates that the effective design and implementation of examples is neither simple nor straightforward. Examples that are clear to faculty may not be understood by students, students may not know how to use examples for their own learning, and what students learn from examples may differ from what faculty intend.

This workshop explores what is known about the principles and practices of using examples effectively. Participants are welcome to bring their own favorite examples to discuss with peers. The session will address these basic questions: What are the components of an effective example? What is the most effective way of using examples? What do students learn from examples?


Polishing the Diamond: Exploring an Instructional Framework to Create Expert Learners

Friday, June 7, 2019; 1:00—4:30 pm

Chris Lanterman, commission on disability access and design, Northern Arizona University

Chris Lanterman Chris Lanterman,
Northern Arizona University

Today’s college students bring complex and multi-faceted experiences and abilities into our classrooms. How do we attend to this complexity in order to reveal the full capacity of each student? Universal design for learning (UDL) is an instructional framework that honors and responds to vast differences among learners, while retaining academic rigor. The goal of UDL is to create expert learners—learners who are motivated and purposeful, resourceful and knowledgeable, and strategic and goal-directed. This workshop will engage participants in experiences and dialogue to explore the ways in which the effective implementation of UDL can lead to meaningful and active learning among all students through challenging , rich, and flexible pedagogy. The most brilliant of diamonds are cut with the most facets. By applying the principles of UDL to our practice, we can help each of our students to shine. By the end of the session, participants will explore personal understandings of learner variability; analyze practical and structural barriers to student success in college learning environments; examine the key characteristics of the UDL framework and their applications in higher education; apply principles and guidelines of the UDL framework to personal course design; and develop an action plan for implementing UDL in their own teaching.


Creating Killer On-Line Content with an Apple iPhone

Friday, June 7, 2019; 1:00—4:30 pm

Steve Julin, Cleverscope Media Group

Steve Julin Steve Julin,
Cleverscope Media Group

Apple’s line of phones have always been able to capture footage but ever since the release of iPhone 6, the playing field has changed. Shooting great video has never been easier and we all know on-line learners love video.

The camera you carry everyday (that also works as a phone) can grab 1080p high-definition clips at 60 frames per second, take 240-fps slow-motion shots, shot time lapse scenes, provide cinematic video stabilization, and even has up to 256 gigabytes of storage which is more than enough for a short film. Join two-time Emmy award winning filmmaker Steve Julin in this preconference workshop (aka innovation lab) as he shares his insights after testing the camera out on numerous video shoots and demos some filmmaker friendly iPhone gadgets. We may leave the hotel to acquire footage for the workshop, so proper attire may be required. In this workshop you’ll learn the ins and outs of shooting with an iPhone; what film gear you’ll need to shoot quality on-line videos with a mobile phone; film rules and basic guidelines all films use; how to capture quality audio for your video; how to Shoot to tell a story; how to transfer footage to your laptop for editing; recommended non-linear editing software for post-production; and how to export your final project.


Facilitating a Growth Mindset in Faculty Development

Friday, June 7, 2019; 1:00–4:30 pm

Josie G. Baudier, instructional designer, faculty developer, Kennesaw State University

Josie Baudier Josie Baudier,
Kennesaw State University

Growth mindset is often discussed as a way to improve student success in the classroom (Dweck, 2006). However, in faculty development sometimes it is necessary learn how to cope with our own failures as well as the failures of faculty. This session will allow space for participants to examine how they approach and process failure. Participants will explore ways to create a growth mindset in workshops and consultations. The participants will also explore ways that faculty to use these strategies in their own courses.

In the second part of this workshop, the participants will analyze personal or professional failures using the IDEAS process (Boyd, Baudier, & Stromie, 2015). With this process, participants will examine one failure and determine the acute and chronic issue which influenced the failure. Next, they will reflect on what they could have done differently. After experiencing the IDEAS process firsthand, participants will discuss how the process can be used in their faculty development center with their faculty, as well as determine other avenues for use.

The session will incorporate discussion in large and small group, individual reflection, as well as other learning interactions. This workshop is based on the mindset research from Carol Dweck and the work that informed the article Flipping the Mindset: Reframing Fear and Failure to Catalyze Development (Boyd, Baudier, & Stromie, 2015). Participants in this workshop will explore growth mindset from the lens of faculty developer and the lens of faculty; strategize ways to increase growth mindset within workshops, consultations, and teaching; examine failures, threshold concepts, and deliberate experimentation; investigate and practice using the IDEAS process: identify failure, debrief interaction, analyze the failure, strategize; and discuss the functionality of the IDEAS process related to both faculty development and non-faculty development issues.