Concurrent Sessions

Sessions are offered at 11 a.m., 1:30 p.m. and 2:45 p.m. Our presenters from across the university will lead one-hour breakout sessions focused on four thematic tracks:

  Instructional Technology and Tools
  Our Teaching Selves
  Assessing Student Learning and Teaching Effectiveness
  Teaching Strategies and Tips

  • Click to Show/HideConcurrent Session I: 11 a.m. – 12 p.m
    • Click to Show/Hide How I Used Clinical Video Scenarios to Authenticate Basic Science Concepts
       (Room 14)

      Presenter: Cynthia Metz, Assistant Professor, Department of Physiology, School of Medicine

      Many students have difficulty understanding the value of introductory classes for their future careers. In order to alleviate this issue in dental school classes, we created a series of videos using simulated patients and custom animations that showcase medical emergencies in the dental practice. This interactive session will demonstrate how you can use software programs to easily create and edit videos from PowerPoint presentations, webcams, or clinic videos. You will also have an opportunity to brainstorm topics for online modules, discuss pitfalls, and create a plan for implementation into your courses.

    • Click to Show/Hide Mindfulness Strategies for Stretched Faculty
       (Room 136B)

      Presenter: Paul Salmon, Associate Professor, Department of Psychological and Brain Sciences, College of Arts and Sciences

      ‘Mindfulness’ has become a household word, and mindfulness-based practices are now widely used in education, business, industry, and health-care settings. What are some unique stressors faced by university faculty, and how might mindfulness be helpful in responding to those stressors? This session will provide an introduction to mindfulness-based stress management strategies and resources for responding to the challenges associated with teaching in an increasingly complex social and technologically dependent environment.

    • Click to Show/Hide Lead at Your Best Through Centered Well-Being
       (Room 136A)

      Presenter: Meera Alagaraja, Assistant Professor, Department of Educational Leadership, Evaluation, and Organizational Development, College of Education and Human Development

      Have you ever wished to engage differently with your students and colleagues? Centered well-being (CWB) is a term used to describe a variety of well-being techniques designed to not only counteract stress, but also help employees find meaning in their work, and leverage negative feelings into opportunities for growth and learning. Drawing upon research in health-care settings, we will discuss different tools and techniques that enhance overall well-being and help us to lead at our best

    • Click to Show/Hide Show Me the Competency: Tips and Tricks for Developing a Competency-Based Education Program
       (Room 15)

      Presenters: Jeffrey Sun, Professor, Department of Educational Leadership, Evaluation, and Organizational Development, College of Education and Human Development; Ann Herd, Assistant Professor, Department of Educational Leadership, Evaluation, and Organizational Development, College of Education and Human Development; and Roger Buskill, Instructor, Department of Educational Leadership, Evaluation, and Organizational Development, College of Education and Human Development

      Traditional learning ends when the semester concludes, and faculty assess where students fall within a set of standards. By contrast, learning in Competency-Based Education (CBE) ends when a student demonstrates competence of a unit. Want to hear more? Learn about the philosophy behind CBE and join us as we describe the unique advantages and challenges of developing a competency-based curriculum that is sure to disrupt our current educational system.

    • Click to Show/Hide "But I Studied So Hard!”: Why Students Fail to Accurately Assess Their Own Learning
       (Room 201)

      Presenter: Keith Lyle, Associate Professor, Department of Psychological and Brain Sciences, College of Arts and Sciences

      Assessing the degree of our own learning is surprisingly difficult. Many students report that they feel prepared for a test only to find that they perform much worse than expected. If students could more accurately assess their learning, they could make more informed decisions about what topics to study, how much to study, and when to go to their instructors for help. This presentation draws on findings and theory from cognitive psychology to explain assessment failures and offer suggestions for how we can help our students improve their skills in this area.

    • Click to Show/Hide It’s a Tough Nut to Crack: Toward Effective Teaching in Large Courses
       (Room 6)

      Presenters: Faculty Panel convened by Lenore Hoyt, Associate Professor, Department of Chemistry, College of Arts and Sciences

      The reality of teaching large, content-rich, introductory-level classes can make the ideal of "student-centered" education seem out of reach. Strategies and techniques that work in small classes, majors, courses, or upper-level classes with a sound prerequisite foundation may not translate well to a large lecture hall with hundreds of freshmen. In this session, a panel of experienced teachers will share strategies for improving student engagement, retention, critical thinking, and deep learning when student/teacher ratios are in the hundreds.

    • Click to Show/HideSpecial Invitation-Only Session for Department Chairs (Room 211)

      This session is by invitation only.

  • Click to Show/HideConcurrent Session II: 1:30 – 2:30 p.m
    • Click to Show/Hide No Need to Flip Out! Lessons Learned from Flipping my Teaching
       (Room 201)

      Presenter: Jeffrey Hieb, Associate Professor, Department of Engineering Fundamentals, J.B. Speed School of Engineering

      Are you thinking about flipping your teaching? Have you tried flipping and encountered some challenges you would like help with? Would you just like to hear more about inverted teaching from a faculty colleague who has been successfully experimenting with flipped classrooms? In this session, you will hear about some tools and techniques Jeff Hieb has used in flipping several of his engineering mathematics classes. He will also share some personal experiences and insights, and help you brainstorm about flipping one of your classes.

    • Click to Show/Hide All the Way from the Chalk Board to SoftChalk
       (Room 136B)

      Presenters: Aimee Greene, Assistant Director for Instructional Design and Technology, Delphi Center for Teaching and Learning; and Larry Michalczyk, Term Instructor, Kent School of Social Work

      Are you and your students tired of the same old PowerPoint presentations? Are you interested in making your blended or online course content more engaging for students? Are you open to new ways of structuring your course? In this session, Larry Michalczyk will describe how he used an innovative program called SoftChalk to transition beyond traditional teaching methods. With SoftChalk, you can create interactive elements, quizzes, modules, or an entire course that contains a variety of digital media. SoftChalk "lessons" can be published in Blackboard and can be linked directly to the Grade Center. Instructional designer Aimee Greene will also be on hand to provide technical assistance and support.

    • Click to Show/Hide Reconnecting Who We Are with What We Do: Reflections on Identity and Integrity in the Classroom
       (Room 136A)

      Presenter: Roy Fuller, Part-time Faculty Fellow, Delphi Center for Teaching and Learning, and Term Instructor, College of Arts and Sciences

      Professors face many challenges both in and outside of the classroom. Distrust, stress, isolation, and burnout can derail our passion for teaching and leave us wondering why we ever became teachers in the first place. In his seminal book, The Courage to Teach, Parker Palmer claims “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.” This session will explore Parker’s ideas regarding our identity as teachers and will create a safe space where we can “reconnect who we are with what we do.”

    • Click to Show/Hide The Paul Weber Award: Create a Competitive Application and Elevate Your Department’s Teaching to New Heights
       (Room 211)

      Presenters: Kimberly Boland, Professor, Department of Pediatrics, School of Medicine; Ron Fell, Professor and Chair, Department of Biology, College of Arts and Sciences; and Sara Multerer, Assistant Professor, Department of Pediatrics, School of Medicine

      Does summarizing all of your departmental teaching efforts in three pages sound daunting? In this session, presenters will describe how they approached completing a successful Paul Weber Award application and discuss how doing so helped them strengthen and define their departmental educational mission. They will also provide examples, ideas, and lessons learned to help your department become a contender for this $30,000 award. You will have the opportunity to develop a theme and vision for your departmental teaching mission and obtain tips on how to assemble a competitive application. You will also have dedicated time to consider the range of teaching activities in your department and identify both strengths and areas for improvement.

    • Click to Show/Hide Put Your Outcomes to Work!: How to Align Student Learning Outcomes with Your Assignments and Assessments
       (Room 15)

      Presenter: Katie Partin, Assistant Director, Office of Institutional Effectiveness

      You have learning outcomes in your syllabus… now what? Let’s discuss how to use these gems to create course assignments that foster meaningful and durable student learning. This session will briefly review the basics of developing Student Learning Outcomes (SLOs), then focus on how to measure student progress through short in-class assessments as well as more robust assignments. The use of different measures (direct vs. indirect), rubrics, and more will be explored.

    • Click to Show/Hide Pedagogy Unplugged: Teaching Strategies for Time-Strapped Faculty
       (Room 6)

      Presenters: Brian Barnes, Senior Lecturer, Department of Philosophy, College of Arts and Sciences; Rose Mills, Lecturer, Department of English, College of Arts and Sciences; Patty Payette, Executive Director, Ideas to Action and Sr. Associate Director, Delphi Center for Teaching and Learning; Diane Pecknold, Associate Professor, Department of Women’s and Gender Studies, College of Arts and Sciences; and Edna Ross, i2a Specialist for Critical Thinking, Delphi Center for Teaching and Learning and Associate Professor, Department of Psychological and Brain Sciences, College of Arts and Sciences

      In this fast-paced, café-style session, you can visit “stations” where your faculty colleagues will share different flexible teaching strategies that you can use again and again. Each strategy can be implemented without a lot of prep and with or without technology. Stations include: (1) Armchair Guide to Socratic Questioning; (2) Seeing Better with SEE-I’s; (3) Breaking Students’ Analysis Paralysis; (4) One Wheel, Many Questions; and (5) Checking Students’ Preconceptions at the Door.

    • Click to Show/Hide Teaching that Transforms Lives
       (Room 14)

      Presenter: Ryan Quinn, Assistant Professor, Department of Management, College of Business

      Many of us have had the experience of seeing the “light bulb” turn on in a student’s mind when they finally understand a concept that they struggled to grasp, discover a passion or career because of your class, or come to believe in learning or education because of how you taught. These moments are highlights in our professional lives, and they can occur more often and more intentionally. In this session, the presenter will provide tools to help you create transformation in the lives of those you teach, benefitting the student, you, and the class as a whole in the process.

  • Click to Show/HideConcurrent Session III: 2:45 – 3:45 p.m
    • Click to Show/Hide Lights, Camera, Action! Using Contemporary Film to Stimulate Higher-Level Learning
       (Room 14)

      Presenters: Barbara Head, Associate Professor, Division of General Internal Medicine, Palliative Care, and Medical Education, School of Medicine, and affiliated faculty, Kent School of Social Work; and Lisa Smith, Lecturer, Kent School of Social Work

      Today’s students are primarily digital, visual learners who access movies for both entertainment and learning. Film has been used as a teaching modality in multiple venues with significant success. Contemporary films can provide “visual textbooks” illustrating the cognitive, emotional and psychosocial aspects of human experience. This concurrent session will explore the pedagogical merits of using film in the classroom including higher level learning, retention, understanding of concepts and theory, and reflection. The use of contemporary film as the primary medium for teaching an online graduate Death and Grief course will be presented as a model for using this pedagogical approach.

    • Click to Show/Hide Putting it All Together: Creating a Video Documentary of Your Celebration Journey
       (Room 136B)

      Presenters: Aimee Greene, Assistant Director for Instructional Design and Technology, Delphi Center for Teaching and Learning; and Beth Case, Program Manager for Digital, Emerging, and Assistive Technologies, Delphi Center for Teaching and Learning

      Create a memorable record of your 2016 Celebration experience! Use pictures and videos that you capture on your phone or tablet throughout the day to produce an unforgettable documentary. It’s easy, fun, and no prior experience is necessary. Finished products will be screened during the afternoon dessert reception.

    • Click to Show/Hide Using Critical Reflection to S-T-R-E-T-C-H Your Thinking about Teaching
       (Room 6)

      Presenter: Nisha Gupta, i2a Specialist for Culminating Experiences, Delphi Center for Teaching and Learning

      In this interactive session, we will go deep into the concept of ‘critical reflection.’ Critical reflection refers to the process of working the liminal space between experiences and ideas. Participants will practice writing responses that support their own deepened thinking, as well as learn strategies for fostering critical reflection with their students.

    • Click to Show/Hide  Incorporating and Assessing Critical Thinking Skills in a Health-Care Environment: Online Training Modules and Rubrics
        (Room 15)

      Presenters: P. Gay Baughman, Clinical Assistant Professor, Department of General Dentistry and Oral Medicine, School of Dentistry; and Jennifer Rudy, Assistant Professor, Department of Oral Health and Rehabilitation, School of Dentistry

      In the fast-paced and demanding schedule of health-care education, it can be difficult to find time to disseminate and reinforce relevant information about critical thinking and the appropriate use of the Paul-Elder framework. We will share online modules that we created for both students and faculty that have helped us free up class time. We will also share some rubrics we developed that have worked for us in assessing students’ critical thinking skills, as well as discuss the trials and tribulations of their development.

    • Click to Show/Hide Understanding Student Evaluations of Teaching: Perspectives from Faculty of Color
       (Room 136A)

      Presenters: Armon Perry, Associate Professor, Kent School of Social Work; and Sharon E. Moore, Professor, Kent School of Social Work

      Student evaluations of teaching are critical components in the evaluation of faculty performance, influencing tenure and promotion decisions and assessments of teaching effectiveness. Although they are designed as objective measures, extraneous factors, including the instructor’s race, can affect how students respond. In this session, we will briefly review literature on the use and utility of student evaluations, then present narratives in which students’ evaluations contained perceived racial bias. We will also share strategies for mitigating negative evaluations, and offer recommendations for improving how student evaluations of teaching are used at UofL.

    • Click to Show/Hide  Motivation Researchers Share Their Secrets: The Customizable Motivation Assessment Tool
       (Room 211)

      Presenters: Kate Snyder, Assistant Professor, Department of Counseling and Human Development, College of Education and Human Development; and Sara Fulmer, Program Manager for Teaching and Learning, Delphi Center for Teaching and Learning

      If student motivation is a key ingredient for teaching success, what questions should you ask your students to understand and assess their motivation? (Spoiler Alert: it's not "what motivates you?") How can you use this assessment data to improve your teaching? This may sound daunting, but thankfully two motivation researchers have done the work for you! In this session, we'll show you how to use our fully customizable Motivation Assessment Tool to quickly and easily learn about your students’ motivation throughout the semester. This tool can be used to assess motivation in any context, including large lectures, small seminars, and mentoring. You will learn how to implement the tool using Blackboard or Qualtrics, analyze and respond to the data, and customize the tool to your needs. You will also receive a copy of the MAT so you can start learning about your students’ motivation today.

    • Click to Show/Hide Emotional Intelligence in Physician Training: Implications for All Learners
       (Room 201)

      Presenter: Gerard Rabalais, Professor and Chairman, Department of Pediatrics, School of Medicine

      Emotional intelligence (EI) encompasses a key set of skills by which we manage ourselves and our relationships with others. These skills, which include self-awareness, social awareness, self-management, and relationship management, positively contribute to an effective physician-patient relationship. This session will use medical students as an example of how training in EI can provide important life-training skills for all learners.

Learn more about the Concurrent Sessions here:

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