The 2014 Teaching Professor Conference

Pre-conference Workshops

Optional Programs: Jump-start your learning and get even more from the conference by participating in these intensive pre-conference workshops. You can choose from morning and/or afternoon sessions. Enrollment is limited and a separate registration fee of $185/workshop is required.

Friday, May 30, 2014 | 8:00 am to Noon

Flip a Lesson: Enhance Student Learning and Engagement

8:00 am-Noon

Presenter: Barbi Honeycutt, North Carolina State University and Flip It Consulting

Bring a lesson plan to this pre-conference workshop and let’s FLIP It!

In this interactive workshop, you will put your lesson planning skills to the test when you create a flipped lesson from start to finish. You will analyze current definitions and models of the flipped class, experience a variety of flipped strategies, and design your own flipped lesson. This pre-conference workshop will be packed with flipped strategies so you can experience this dynamic learning environment for yourself.

What is a flipped class? Flipping means you reverse the way you design the learning environment so students engage in activities, apply course concepts, and focus on higher-level learning outcomes during class time. You switch from instructor-centered design to participant-centered design. You move from being the “sage on the stage” to being the “guide on the side,” which allows you to create a learning environment that is engaging, motivational, and productive.

After the session, you will be able to:

  • Describe current definitions and models for the flipped class.
  • Identify flippable moments in your lesson.
  • Compare a variety of ideas and strategies for flipping your lesson and assessing student learning.
  • Identify areas for your continued professional development.

All participants will receive a resource packet that includes a references list, worksheets, articles, and templates.

About the Presenter:
Barbi Honeycutt is the director of graduate teaching programs at North Carolina State University and an adjunct assistant professor in the Department of Leadership, Policy, Adult, and Higher Education in the College of Education at NC State. As the founder of Flip It Consulting, Honeycutt and her colleagues design and deliver programs to teach you how to flip your workshops, seminars, training sessions, classes, and meetings.

Tools for Managing Student Teams: The Team-Maker and CATME Systems (and Why They Work)

8:00 am-Noon 

Presented by the recipients of the 2013 Maryellen Weimer Scholarly Work on Teaching and Learning Award.

Presenters: Richard A. Layton, Purdue University; Misty L. Loughry, Georgia Southern University; and Matthew W. Ohland, Purdue University

This workshop is for instructors from any discipline who use student teams in their courses. The goal is to help you manage teamwork in your classes more effectively and efficiently. We will review some of the factors that you may wish to consider when assigning students to teams and when administering self- and peer-evaluations. We will engage you in discussions about you own experiences and practices, and we’ll review the relevant literature.

We will then conduct interactive, hands-on activities using free, web-based systems, called the CATME/Team-Maker systems. The CATME/Team-Maker tools allow you to assign students to teams based on criteria and weights that you specify.

The CATME Peer-Evaluation tool measures team-member contributions in the five key areas that
research has shown are important. Both systems collect survey data from students, analyze that data, and present it to you in a way that reduces the administrative time required to manage teams effectively.

If you bring a wireless-network-capable laptop computer, you will be able to interact with both systems in real time. This workshop is more than just a software demonstration—we will help you understand how the CATME/Team-Maker systems support cooperative learning.

After the session, participants will be able to:

  • List key findings from team-formation and peer-evaluation literature, including recommendations for distributing skills and attributes, formative assessment and interventions, and summative assessment.
  • Use Team-Maker to create a survey to gather information from students to form teams, make teams according to criteria you select, and use CATME to create surveys for self- and peer-evaluation of team members’ contributions to the team.

About the Presenters:
Matthew W. Ohland is a professor of engineering education at Purdue University. His primary areas of scholarship are longitudinal studies of student pathways and the development of team skills. He teaches primarily in Purdue’s first-year engineering program.

Misty L. Loughry is a professor of management at Georgia Southern University, where she teaches business strategy and organizational behavior. Her research focuses on control in organizations, especially peer control and other social controls, and teamwork.

Richard A. Layton is an associate professor of mechanical engineering and a past director of the Center for the Practice and Scholarship of Education at Rose-Hulman Institute of Technology. His areas of scholarship include student teaming and data visualization.

Friday, May 30, 2014 | 1:00 – 4:30 pm

Turning Your Teaching into Scholarship

1:00 – 4:30 pm

Presenter: Donna Qualters and Annie Soisson, Tufts University

We all know that publishing is the “coin of the realm” in higher education. Even teaching-focused institutions are looking for evidence of scholarship. In response to Ernest Boyer’s call to redefine what constitutes scholarship, a new line of research called SoTL (Scholarship of Teaching and Learning) has emerged.

SoTL is a powerful tool to improve teaching expertise, not only for yourself and your students, but also for our colleagues in academia. Many teachers feel that they do not do anything that is unique; that conceiving, designing, conducting, and publishing is either too overwhelming or too time-consuming; or that they do not have the resources to conduct research. None of these beliefs are true.

In this session, you will work with like-minded colleagues to go through a reflective process of identifying an area of research from your teaching and then discussing the various methodologies of SoTL research to find the one that is right for you.

You will develop preliminary steps and time lines, review institutional research procedures and ethical considerations, discover available resources, and explore the challenges involved in classroom research.

After the session, you will be able to:

  • Generate possible topics for research by using a reflection process.
  • Determine the type of research method that will work for your project.
  • List the resources that are available on your campus.
  • Reflect on common challenges while working with colleagues in a community of scholarly practice.
  • Create an outline of research and possible publication sources to support your own project.

About the Presenters:
Donna Qualters is the director of the Center for the Enhancement of Learning and Teaching and an associate professor at Tufts University. She is the past conference chair of The Teaching Professor Conference and has published in the areas of assessment, teacher identity, creating faculty community, active learning, reflective practice, and ethical inquiry. Her books Chalk Talk: E-Advice from Jonas Chalk, Legendary College Teacher and Experiential Education: Making the Most of Learning Outside the Classroom) are written by teachers for teachers.

Annie Soisson is the associate director of the Center for the Enhancement of Learning and Teaching at Tufts University. She directs the center’s Teaching Fellows Program and is the recipient of a Davis Foundation grant to study inclusive excellence in the classroom.

Ten Approaches to Managing Disruptive and Dangerous Behavior in the Classroom

1:00 – 4:30 pm

Presenters: Brian Van Brunt and W. Scott Lewis, National Center for Higher Education Risk Management

Drawing from the presenters’ book, A Faculty Guide to Disruptive and Dangerous Behavior in the Classroom (Routledge, 2014), learn clear and innovative approaches to one of the biggest problems facing educators today: managing disruptive and dangerous behavior in the classroom.

Activities include demonstrations and discussions of   responses to rude, entitled, unmotivated, odd, and disrespectful behavior. You will review approaches to de-escalating behaviors and show how to refer and consult with the campus community.

Learn from the experiences and stories accumulated from the presenters’ decades of teaching experience and work in student affairs; examples will be practical, humorous, and candid.

Understand the warning signs and explore creative solutions for talking with students who are having a mental health crisis. You will also discuss ways to consult with the campus Behavioral Intervention Teams (BITs) to better collaborate and intervene.

After the session, you will be able to:

  • Identify how to de-escalate challenging behaviors in the classroom.
  • Recognize how to assess, intervene, and manage crisis in your classroom.
  • Experiment with case studies while practicing effective responses.
  • Summarize how the campus Behavioral Intervention Teams (BITs) should be consulted to improve collaboration and proper intervention.

About the Presenters:
Brian Van Brunt is the senior vice president for professional program development at the National Center for Higher Education Risk Management. W. Scott Lewis is a partner at the National Center for Higher Education Risk Management.

Multimedia Learning in the Online, Blended, and Face-to-Face Classroom: Designing and Selecting Learning Objects That Work

1:00 – 4:30 pm

Presenters: Ike Shibley, Penn State Berks; Tim Wilson, University of Western Ontario; and Ollie Dreon, Millersville University

As institutions expand ways to incorporate multimedia into their classroom experiences, the challenge becomes determining what makes an effective learning object.

Too often, the focus is solely on whether the content being taught is accurate and aligns with course objectives. While content accuracy is a necessity, the methods of presentation are also critical.

In this workshop, we will examine the growing body of cognitive science research and its impact on the selection and design of effective instructional materials.

At the end of the session, you will be able to:

  • Summarize how brain research impacts the presentation of content.
  • Select effective learning objects, based on an understanding of multimedia principles.
  • Create instructional materials that apply multimedia principles to support student learning in online, blended, and face-to-face classroom environments.

About the presenters:
Ike Shibley is an associate professor of chemistry at Penn State Berks. In 2009, he was awarded the Eisenhower Award, which is presented to a tenured Penn State faculty member who is an outstanding teacher and has provided mentoring to other teachers.

Tim Wilson is an associate professor at the University of Western Ontario in the Schulich School of Medicine and Dentistry. He has won both departmental- and university-level teaching awards and was cited as one of his province’s best lecturers.

Ollie Dreon is an associate professor at Millersville University of Pennsylvania in the School of Education and is director of the Center for Academic Excellence. He is the co-author of the book Authentic Instruction with Technology: A Student-Centered Approach.


Register for the 2014 Teaching Professor Conference

The Teaching Professor Conference 2013