Preconference Workshops

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

The cost is $235 for each half-day preconference and $499 for the full-day preconference workshop. The half-day workshops are held Friday, May 29 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.

What A Difference a Coach Can Make! Bringing Coaching Conversations into Faculty Development Work

Friday, May 29, 2020; 8:30 am—noon

Nicki Monahan, faculty advisor, George Brown College

Nicki Monahan Nicki Monahan,
George Brown College

If you work in faculty development, you’ve probably had this experience: twenty, or ten, or five, enthusiastic faculty members attend a well-designed workshop or seminar that you have hosted. They bring their lunch, engage in conversation, ask intelligent questions, debate enthusiastically, and leave. And you are left wondering, “will any changes in teaching or learning practices emerge from the conversation?” To champion evidence-based teaching and learning practices, and support faculty members to make significant changes, we need a model that is rooted in change theory. And coaching is about making changes. Working with a formal academic coach can assist faculty members to identify and achieve goals to improve their students’ learning experiences, and to stay motivated throughout their careers. But even a shift to coaching based conversations can help faculty developers have greater impact in day to day interactions with teaching faculty.

Learning Outcomes:

  • Distinguish between mentoring and coaching
  • Demonstrate the key components of coaching conversations
  • Determine if formal coaching is a good model to implement in their faculty development programs
  • Identify next steps to incorporating coaching conversations into everyday faculty development work

Designing and Developing High Quality Online Courses

Friday, May 29, 2020; 8:30 am—noon

Brian Udermann, director of online education, University of Wisconsin - La Crosse

Brian Udermann Brian Udermann,
University of Wisconsin - La Crosse

The number of institutions in higher education offering online courses and degree programs continues to increase. However, many faculty are hesitant to develop and teach online courses with one of the main reasons for the hesitation being they don’t feel prepared to teach in the online environment. This workshop addresses topics such as course design and development, creating a comprehensive syllabus, course facilitation and management, engaging online learners, instructor presence, effectively using online discussions, and workload management when teaching online. The primary goal for this workshop is to prepare instructors to be successful teaching in the online environment.

Learning Outcomes:

  • Identify a variety of best practices related to online course design and facilitation
  • List the components of a comprehensive online course syllabus
  • Identify a variety of strategies to engage online learners
  • Identify a variety of strategies to effectively facilitate online discussions
  • Identify a variety of strategies to manage workload when teaching online

The Brain, the Body, and Best Practices for Learning Performance

Friday, May 29, 2020; 8:30 am—noon

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

Angela Zanardelli Sickler Angela Zanardelli Sickler,
Wayne State University

Educational neuroscience is gaining speed across a myriad of academic settings. The most recent research in learning performance offers college students evidence-based study strategies which, when used consistently, can simplify their approach to mastering course content. While these findings are incredibly impactful, deep learning involves more than just the use of brain-based strategies. This interactive workshop highlights the importance of the brain-body connection by delving deeper into the correlation between cognitive performance and student wellness. Following this workshop, participants will possess a solid understanding of the role that stress, sleep, and exercise play in academic performance. In addition, attendees can expect to leave armed with applicable strategies to incorporate into their curriculum without sacrificing precious lecture time.

Learning Outcomes:

  • Describe the correlation between physical wellness and cognitive performance
  • Explain how chronic stress can cause challenges with processing, retaining, and retrieving newly learned material
  • Recognize common ineffective study habits used by students
  • Define the top seven evidence-based learning strategies
  • Incorporate impactful learning practices seamlessly into lectures

Creating Wicked Students: Designing Courses that Improve Student Authority

Friday, May 29, 2020; 8:30 am—noon

Paul Hanstedt, director of the Center for Academic Resources and Pedagogical Excellence (CARPE), Washington and Lee University

Paul Hanstedt Paul Hanstedt,
Washington and Lee University

This workshop explores the “wicked problems” our students will face upon graduation—and what it takes to create wicked students capable of tackling these challenges. Participants will explore both day-to-day pedagogies and assignments that help to develop this kind of thoughtful agency in their students—all of their students—not just those at the top-tier. Participants will leave this workshop with a renewed sense of the greater mission of education and some ideas about how to better engage students—and themselves—in that mission.

Learning Outcomes:

  • Leave with a clear sense of how contemporary education often fails to match the fluid complexity of life beyond the academy
  • Leave with an articulation of how this complexity plays out in their own fields and courses
  • Leave with a functional draft of wicked assessments--assignments, papers, projects, exams--that match the goals of their courses
  • Leave with a set of pedagogical practices that will help their students develop wicked competencies

Engage, Prepare, and Empower Your Students through Universal Design for Learning

Friday, May 29, 2020; 8:30 am—noon

Thomas Tobin, program area director, University of Wisconsin-Madison and Brenda Jo Brueggemann, professor, University of Connecticut

Brenda Jo Brueggemann Brenda Jo Brueggemann,
University of Connecticut
Thomas Tobin Thomas Tobin,
University of Wisconsin-Madison

How many of your students come to class fully prepared, having done all of the reading and eager to take an active part in the course? Yeah, ours never used to, either.

The reasons for this lack of student engagement and preparation can seem obvious: students' laziness, their lack of discipline, or their desire to do the minimum possible. But these reasoned hunches are just plain wrong.

In this workshop, you'll learn the real reason why learners aren’t as engaged as we'd like them to be (spoiler alert: it’s time management), and then you will learn, practice, and apply the principles of universal design for learning (UDL) with one of your own lessons or units. We’ll do this work together in order to lower barriers to fuller engagement, study, and participation for your students.

This workshop is highly interactive. Please bring or have access to your lecture notes, a lesson plan, or a syllabus for one of your courses or learning interactions, and we will address real challenges together.

UDL is work that pays you (and all of your students) back many times over, so come spend some time breaking down barriers with the authors of Disability in the Arts and Humanities (Brueggemann) and Reach Everyone, Teach Everyone: UDL in Higher Ed (Tobin).

Learning Outcomes:

  • Identify current learning interactions that often go differently than planned
  • Map the principles of universal design for learning (UDL) onto course- or unit-level learning outcomes
  • Apply the principles of UDL to lower barriers for challenging learning interactions
  • Transfer UDL principles specifically to writing-based activities and assignments in your courses
  • Create multimodal learning interactions to increase learners' engagement, access to information, and/or choice for action & expression

Developing Nontraditional Students: What, Why, and How

Friday, May 29, 2020; 8:30 am—4:30 pm

Courtney Plotts, National Chair of the Council For At Risk Student Education and Professional Standards

Courtney Plotts Courtney Plotts,
National Chair of the Council For At Risk Student Education and Professional Standards

This interactive certification workshop explores teaching best practices and strategies for nontraditional student populations that support academic rigor in the classroom. Through small group and individual activities, participants will discover and share various teaching and learning strategies. Upon completion of this workshop, participants will leave with a tool kit of new strategies for working with nontraditional students that benefit both the student and the instructor. Full completion of this workshop will result in a faculty certification from the Council For At Risk Student Education and Professional Standards. Join the more than 5,000 faculty members who have taken part across the country since 2014!

Learning Outcomes:

  • Understand of the importance of maintaining academic rigor for nontraditional populations
  • Grasp a functional understanding of strategies that can be used in the online or face-to-face setting
  • Understand psychological attributes that inhibit positive attitudes towards academic rigor
  • Identify sample strategies that work with undergraduate, graduate, or doctoral-level learners

More Details

Humanizing Your Online Class

Friday, May 29, 2020; 1:00—4:30 pm

Oliver Dreon, associate professor and director, Center for Academic Excellence, Millersville University of Pennsylvania and Greg Szczyrbak, learning technologies librarian, Millersville University of Pennsylvania

Greg Szczyrbak Greg Szczyrbak,
Millersville University of Pennsylvania
Oliver Dreon Oliver Dreon,
Millersville University of Pennsylvania

We’ll discuss how the “science of emotion” can inform the design and facilitation of online class. Building on traditional instructional design which focuses on fostering presence and building community, research on the affective dimensions of learning offer additional strategies for effective online classes.

Learning Outcomes:

  • Outline how the affective dimensions of learning impacts online student success
  • Examine how teacher immediacy can support the design and facilitation of online classes
  • Analyze how control value theory informs instructional design
  • Identify strategies for making the online space more affectively supportive

OER by Design: Developing Your Course with Open Educational Resources

Friday, May 29, 2020; 1:00—4:30 pm

Olena Zhadko, director of online education and Susan Ko, faculty development consultant in the Office of Online Education and Clinical Professor in History, Lehman College, CUNY

Susan Ko Susan Ko,
Olena Zhadko Olena Zhadko,

This unique, hands-on workshop is for those who want to better understand and promote the most effective and intelligent use of Open Educational Resources (OER) in their own courses and at their own institution.

The presenters, both experienced faculty developers with expertise in online education and open educational resources, will provide guidance and practical tips to help participants “unpack” the elements of effective OER use. Participants will learn how to search, identify, evaluate, and integrate OER, and why course design for online delivery is a critical element for successful implementation of OER. They will emerge from this workshop with a draft plan for designing or redesigning a course with OER, and with materials and resources, all of which are made available to them as OER, that they can apply to their own courses. Additionally, workshop presenters will share a model for an online faculty development program to support course planning with OER at their own institution.

Feedback and facilitation from the workshop presenters and peers will enable each participant to take an active role and engage in hands-on and reflective activities and discussion throughout.

Participants are strongly encouraged to bring a copy of a recent course syllabus.

Learning Outcomes:

  • Become more familiar with the key issues and challenges pertaining to OER
  • Learn how to more effectively search for and evaluate OER using appropriate standards and criteria
  • Recognize the importance of course design in successful implementation of OER
  • Draft a design plan that can be used to implement OER within a course

Mapping a Landscape of Opportunity: Removing Roadblocks in Faculty Development

Friday, May 29, 2020; 1:00—4:30 pm

Bethany Lisi, director of faculty development initiatives, University of Massachusetts Amherst and Michele L. Vanasse, project assistant/consultant for the Midterm Assessment Process (MAP) at the Center for Teaching & Learning (CTL) at the University of Massachusetts Amherst

Michele L. Vanasse Michele L. Vanasse,
University of Massachusetts Amherst
Bethany Lisi Bethany Lisi,
University of Massachusetts Amherst

When instructors participate in a faculty development program, they demonstrate an interest in learning new information that they can apply to their work as educators and academics at their institutions. As faculty developers, we are committed to not only sharing pedagogical knowledge and innovative strategies, but also demonstrating “best practices” for deeper understanding. However, are we only designing programs for a single “faculty archetype” in mind, or are we supporting the learning of all faculty? In our efforts to support the growth and development of our instructors, are we unintentionally constructing roadblocks to learning? In this workshop, we will identify potential barriers by examining our own existing or prospective faculty development programs through the lens of Universal Design for Learning (UDL) and use various mapping exercises to surface new opportunities to support learning. Workshop participants will identify roadblocks and opportunities using process maps, affinity maps, and empathy maps—visual structures that can be adapted and applied in other faculty development work.

Learning Outcomes:

  • Describe the three principles of UDL in the context of faculty development
  • Develop a plan to apply and evaluate the UDL approaches they wish to implement in their own faculty development programs

Creating Systems that Impact Retention and Failure Rates of At-Potential Populations

Friday, May 29, 2020; 1:00—4:30 pm

Newton Miller, associate dean, Ashford University

Newton Miller Newton Miller,
Ashford University

This interactive workshop is based on experiential and experimental data captured from a study which 1,300 academically successful men of color participated. The study considered cognitive and non-cognitive factors which contribute to low retention and high failure rates of at-potential students. The results and findings from the study informed researchers with valuable implications that have been used to drive the construction of academic, advising, and student support services to effectively serve at-potential students. Using findings from the study, session participants will engage in five activities designed to stimulate thinking around what works in serving at-potential populations, learn why those things work, and learn how to implement those things into a personal practices and the culture of the institution in which they serve.

This workshop will prove helpful to those whose passion is to serve at-potential populations and to those who find it challenging. Participants will understand the trends of the strategies at-potential populations implement to be successful in their traditional face to face and online academic programs and compare their own practices to those suggested by the at-potential populations in the study. Participants will evaluate opportunities for systemic changes within their departments to better serve at-potential populations enrolled at their institution based on three common pillars indigenous to that population. Participants will gain insight into the planning process to create professional learning communities (PLCs) that outline the next steps for implementing cultural adjustments and instructional strategies on teams as it applies to serving at-potential learners.

Learning Outcomes:

  • Explain the three pillars that drive the thinking of high performing at-potential learners
  • Explain how the survival mindset can block or excel performance of at-potential learners
  • Determine which strategies will be effective in engaging at-potential learners
  • Synthesize immediate actions to begin the process of becoming more intentional in supporting at-potential learners for success
  • Evaluate existing systems to improve upon what is already working, in order to better serve at-potential learners
  • Create an infrastructure that will sustain an individual’s or a team’s ability to perpetuate a cycle of continuous improvement as it applies to serving at-potential populations