Preconference Workshops

The Teaching Professor Annual Conference offers a selection of half-day preconference workshops to further enrich your conference experience. The cost is $245 for each half-day preconference workshop. The half-day workshops are held Friday, June 4 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.

Culturally Responsive Teaching Certification: Part 1

Courtney Plotts, Council For At Risk Student Education and Professional Standards

June 4, 8:30-11:30 am

This interactive workshop will offer part 1 of the diversity and teaching online Council For At Risk Student Education and Professional Standards (CASEPS) teaching certification. This session will review foundations and standards review for best practices in online teaching and diversity considerations. This workshop will also review specific course design and teaching considerations for a diverse population of students. Participants will have the opportunity to obtain resources and practice their face-to-face and online teaching and design skills. Create a space where culture is vibrant and academic rigor is present. All are welcome!

Designing Authentic Assessments for Online Courses

Deidre Price, Northwest Florida State College

June 4, 8:30-11:30 am

The quality of an online course is supported by the quality of the assessments used to measure student learning. A common challenge in online environments is developing meaningful assignments that allow the instructor to accurately gauge students’ progress in the course. This session will provide faculty and course developers with strategies for developing authentic assessments that leverage active and engaged learning in the online classroom. The session will model how to modify traditional assessments and transform them into assignments that encourage students to apply their knowledge as they work toward mastery of course concepts. The session will offer solutions that support incorporating new opportunities to capture and measure students’ progress without adding to faculty’s workload.

Facilitating Deep Learning Through Contemplative Pedagogy

Michael Strawser, University of Central Florida

June 4, 8:30-11:30 am

The rapid transition to online learning in spring 2020 necessitated “quick-thinking pedagogy”. We are now at a place where we can replace our quick-thinking pedagogy with “deep-thinking pedagogy”. One way to integrate this deep-thinking pedagogy is to incorporate contemplative pedagogy practices. In short, contemplative pedagogy, according to Zajonc (2013), “offers to its practitioners a wide range of educational methods that support the development of student attention, emotional balance, empathetic connection, compassion, and altruistic behavior, while also providing new pedagogical techniques that support creativity and the learning of course content”. As a pedagogical method, contemplative pedagogy encourages mindfulness, concentration, open awareness, and sustaining contradictions. In some instances, those are characteristics in short supply in a COVID-19 pandemic educational context. This session will provide attendees with a baseline understanding of contemplative pedagogy and an opportunity to develop a plan to integrate contemplative pedagogy into their teaching. The objectives of this workshop are to better able to understand our students, ourselves, and current context more deeply; emphasize the importance of contemplative pedagogy; and share contemplative pedagogy strategies and techniques that faculty can use.

Designing and Delivering Engaging Online Courses

Mandi Campbell and Myrna Gantner, University of West Georgia

June 4, 1:00-4:00 pm

In this workshop, faculty will learn about evidence-based strategies for designing online courses intentionally, building strong communities of online learners, creating engaging learning materials and activities, and providing students with meaningful feedback. While taking into consideration backward design strategies (Wiggins, G., & McTighe, J., 2005), participants will learn about pedagogies that work in the virtual classroom and explore technologies that they can use to enrich their students’ learning experiences. At the conclusion of the workshop, participants will leave with a course design plan in hand that includes inspiration and resources for creating the following:

  • A course objective/goal
  • A summative assessment
  • A multimedia learning material
  • A formative learning activity
  • An instructor presence and participation plan
  • A building community and learner motivation plan

*Note to participants: To get the most out of this workshop, please prepare by identifying a particular course that you would like to design or redesign and bringing a brief course description.

Creating Equitable and Inclusive Online Classes Through Universal Design for Learning and Culturally Responsive Teaching

Flower Darby, Northern Arizona University

June 4, 1:00-4:00 pm

Welcoming and supporting all of our diverse learners in virtual environments is of critical importance. The combined impacts of the Covid-19 pandemic, renewed calls for racial justice, and an increasingly divisive polarized culture have shown why we must do everything possible to support new majority, or historically marginalized, students. When we commit to teaching equitable and inclusive polysynchronous online classes, we embrace the opportunity to shape the leaders of a more tolerant, compassionate, and respectful society. In this workshop we will explore two frameworks that guide our way: Universal Design for Learning (UDL) and Culturally Responsive Teaching (CRT). Applying the principles of both UDL and CRT will enable us to facilitate authentic relationships, connections, and interactions to close the distance online and help all our students engage and learn. You’ll leave with practical strategies to better include and support students in all your virtual class formats.

Ungrading and Other Alternatives to Traditional Assessment

Jesse Stommel, University of Mary Washington

June 4, 1:00-4:00 pm

Can we imagine assessment mechanisms that encourage discovery, ones not designed for assessing learning but designed for learning through assessment? Much of our work in education resists being formulated as neat and tidy outcomes, and yet most assessment takes the complexity of human interaction within a learning environment and makes it “machine readable.” When learning is the goal, space should be left for wonder and experimentation. This workshop will explore methods and approaches for designing assignments and assessments that push back against traditional notions of grading. We’ll consider examples together and reimagine and/or refine our pedagogical approaches. In addition to crafting, collaborating, and experimenting together as a group, we’ll consider some of the tools that do shape, could shape, or shouldn’t shape how we approach the work of assessment.

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