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The 2014 Teaching Professor Conference

Conference Sessions

May 30 – June 1, 2014 in Boston, MA

The Teaching Professor Conference features more than 75 concurrent sessions led by invited and selected presenters.

Download a PDF of the concurrent sessions.

Invited Presenters

Dealing with Academic Dishonesty and Promoting Academic Integrity in the 21st Century

Invited presenter: Christopher Price, The College at Brockport, State University of New York
Length: 75 minutes

During this session, we will discuss the ways in which the participants have been challenged by cases of academic dishonesty in their courses. Following this discussion, we will talk about the 21st century variables (online learning, mobile devices, mash-up culture, etc.) that influence how students and instructors approach academic integrity. The session will conclude with practical strategies that you can use to promote academic integrity in your courses.

After the session, participants will be able to:

  • Describe why students commit academic dishonesty.
  • Summarize the 21st century variables that have transformed academic integrity.
  • Outline practical strategies you can use to promote academic integrity in college courses.

Keeping the Garage Door Open: Implications of Neuroscience and Learning

Invited presenter: Leslie Myers, Chestnut Hill College
Length: 75 minutes

This session provides information about recent findings in neuroscience and their implications for teaching and learning. Participants will have the opportunity to engage in several metacognitive strategies that they can utilize within the higher education classroom to enhance student learning and engagement. We will model effective methods of interaction and delivery as a part of the structure of the session.

After the session, you will be able to:

  • Summarize recent neurological research on how the brain learns and how to use that knowledge to inform teaching.
  • Explain specific metacognitive strategies you can use to increase engagement and active learning in their classroom.
  • Compare strategies with members of an online learning community that provides access to a database of strategies. You will be invited to join a forum for faculty members who seek to engage students and deepen learning.

Let’s Talk About It! Incorporating Discussion in Technical Courses

Invited presenter: Lolita Paff, Penn State Berks
Length: 75 minutes

Technical courses tend to place a strong emphasis on procedures, processes, and computations—often at the expense of student participation, peer discussion, and group interaction. Yet employers consistently report effective oral and written communication among the key skills they seek. Getting students to discuss content is just as important in STEM courses as it is in the social sciences. This session will include a technical activity that promotes discussion.

After the session, you will be able to:

  • Identify the characteristics that make an activity suitable for meaningful discussion and the characteristics required to effectively lead discussions in class or online.
  • Compare alternative discussion techniques.
  • Describe one assignment, activity, or discussion technique to incorporate in your course.

Keeping Introverts in Mind in Your Active Learning Classroom

Invited presenter: Nicki Monahan, George Brown College
Length: 75 minutes

Susan Cain’s New York Times best seller “Quiet: The Power of Introverts in a World That Can’t Stop Talking” reignited interest in Carl Jung’s categorization of human temperament into two categories: extroverts and introverts. For educators, her work raises interesting questions about the experiences of introverted students in active learning classrooms. In this session, we’ll engage in reflection and dialogue to explore how we can meet the needs of all learners. Introverts and extroverts welcome!

After the session, you will be able to:

  • Identify your own learning preferences.
  • Summarize the impact of temperament on your students’ responses to active learning activities.
  • Design strategies you can use to ensure that while engaging students in active learning, all learners’ needs are met.

Our Responses to Changing Classrooms: Insights and Implications for Teaching

Invited presenter: Linda K. Shadiow, Northern Arizona University
Length: 75 minutes

Instead of assessing students’ prior knowledge and generational characteristics, we’ll turn those lenses on ourselves and our teaching techniques in order to gain useful insights into our classroom practices and our expectations for student learning. The critical reflection initiated in this session will enable you to gain insight into your personal meaning of “faculty vitality.” After reviewing session propositions and resource literature with introductory examples, you will be engaged in a series of activities.

After the session, you will be able to:

  • Identify significant stories from two strands within your education autobiographies—classroom experiences and generational contexts (through leader-led guided steps).
  • Identify and differentiate the features of your stories (through two stages of small group work—one in homogeneous groups and one in heterogeneous groups based on one of their story strands).
  • Determine the degree to which the features worked through in previous stages are present in your teaching and in your understanding of contemporary students’ learning.

Serving Our Dual Enrollment Students

Invited presenter: Rob Jenkins, Georgia Perimeter College
Length: 75 minutes

Dual enrollment programs, which allow qualified high school students to take college courses, are becoming increasingly popular in many states and on many college campuses. Dual enrollment students come with their own set of needs, expectations, strengths, and weaknesses, so serving them appropriately—whether at the high school or on the college campus—can present certain challenges. As an experienced dual enrollment instructor and administrator, I will examine these challenges and share my strategies for helping dual enrollment students succeed and thrive in college.

After the session, you will be able to:

  • Describe the unique needs, expectations, strengths, and weaknesses of dual enrollment students.
  • Summarize the special challenges that institutions and instructors face when dealing with dual enrollment students.
  • Identify ways you can help dual enrollment students survive and thrive in college.

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