Concurrent Sessions

Sessions are offered at 11:15 a.m., 1:25 p.m., and 2:35 p.m. Join presenters from across the university as they lead 1-hour breakout sessions focused on:

  • Great Place to Learn (Track L): This track highlights learning for our students in the teaching context. How can we merge research and theory to inform and enhance our instructional practices? How does learning theory and evidence translate into teaching practices?
  • Great Place to Work (Track W): This track seeks to showcase and demonstrate teaching practices that comprise the work of teaching. What emerging technologies might we use with our students? How can we learn from the success strategies of others and apply them in our work?
  • Great Place to Invest (Track I): This track examines what investment means for teaching. How do we invest our work within and in support of the larger community? How do we explore and understand how to invest in our journey toward a teaching- focused university? What teaching innovations are UofL faculty are implementing right now


  • Click to Show/HideMorning Concurrent Sessions: 11:15 a.m. – 12:15 p.m.
    • Click to Show/HideCreating Contexts for Learning
      (Track L & W)
      Room 136A

      Presenters: Khaldoun Almousily, Program Coordinator, Arabic Language, Faculty, Middle East and Islamic Studies Program

      In this session, we will be looking at meaningful contexts and how we, as language educators, can design them for our language classrooms. We will learn about best practices to combine vocabulary, grammar, pronunciation, culture, and usage of the language we are teaching in our lesson plans. The context we design has to make sense to our students in order to encourage and excite them to reach beyond irregular verb memorization and basic grammar rules. We will explore how context can help present the language we teach as a living device for communication with the outside world, while taking into consideration the different needs and objectives of our language learners.

    • Click to Show/HideSupporting Students Through Challenges Beyond the Classroom
      (Tracks L & I)
      Room 136B

      Presenters: Angela B. Taylor, Assistant Provost for Student Affairs and Assistant Dean of Students, Dean of Students Office; and Aesha Uqdah, Director, Counseling Center

      Have you wanted to help a distressed student, but been unsure of what to do? Have you ever questioned how to help a student in distress without becoming “too involved?” Have you wondered what on and off campus resources are available to students who need help beyond what you can provide in the classroom? From what you should and shouldn’t do, to how and when to refer a student for additional help, this session will help you identify resources related to mental health issues and personal challenges that students sometimes face. We will discuss how to recognize a student in distress, resources for you and your students, and what to do in a crisis situation.

    • Click to Show/HideDocumenting Teaching Excellence: What’s in Your Teaching Portfolio?
      (Tracks W & I)
      Room 201

      Presenters: Linda Fuselier, Associate Dean, Undergraduate Education and Associate Professor of Biology, College of Arts & Sciences

      Panelists: Cynthia Metz, Associate Professor, Department of Physiology, School of Medicine; Kate Snyder, Associate Professor of Educational Psychology, Measurement, and Evaluation, College of Education and Human Development; and Angela Storey, Assistant Professor, Department of Anthropology, College of Arts & Sciences

      The teaching portfolio is a structured collection of information from a variety of sources—students, colleagues, the scholarship of teaching and learning, and one’s own experiences—that documents your teaching. The portfolio can serve many roles. While it describes and documents achievements in teaching, it also provides a means for self-reflection and professional development as a teacher.

      Join us for an interdisciplinary faculty panel representing Arts and Sciences, the College of Education and Human Development, and the School of Medicine. Panelists will describe their process for assembling their teaching portfolios and share their recommendations for documenting teaching effectiveness beyond student evaluations.

    • Click to Show/HideCompetency-Based Education (CBE) Panel Discussion
      (Track W & I)
      Room 15

      Panelists: Lee W. Bewley, Program Director, B.S. OLL-Healthcare Leadership, Associate Professor, College of Education and Human Development and School of Public Health and Information Sciences; Saundra Kimberlain, Academic Counselor and Senior Success Coach, Organizational Leadership and Learning, Healthcare Leadership, College of Education and Human Development; and Jeff C. Sun, Professor of Higher Education and Department Chair, Affiliate Professor of Law, Department of Educational Leadership, Evaluation, and Organizational Development (ELEOD), College of Education and Human Development

      Join us for a panel presentation from Competency-Based Education (CBE) academic leaders (faculty and staff) that will describe current efforts at UofL, outline key considerations, and share lessons learned. This session will offer interested academic units and administrative support areas recommendations to consider when exploring the potential of CBE to expand enrollment and substantially enhance the institution’s educational value proposition.

    • Click to Show/HideCulturally Responsive Teaching
      (Track L)
      Room 16

      Presenters: Sheron Mark, Assistant Professor, College of Education and Human Development; Shelley Thomas, Associate Professor, College of Education and Human Development; Matt Trzaskus, Graduate Assistant and PhD candidate, Curriculum and Instruction, and Science teacher at Seneca High School

      Preparing for culturally responsive teaching in increasingly diverse contexts remains a substantive challenge. In this presentation, presenters will describe the value of engaging in reflective analysis of one’s own beliefs and systematic inquiry into diverse cultures to begin to construct a pedagogy that makes diversity an explicit part of the curriculum. Participants will consider the pedagogies and scholarship of culturally responsive teaching. This session will also explore and how this model provides insight into responding to the cultural needs within UofL teaching and classroom contexts.

    • Click to Show/HideAttracting and Retaining Students in the STEM-H Fields
      (Track I & W)
      Room 211

      Moderator: Heidi Neal, Director of Enrollment Management and Student Success, Speed School of Engineering, Speed School of Engineering

      Panelists: Ray Chastain, Faculty Member, Department of Physics and Astronomy, College of Arts and Sciences; Gail Depuy Associate Dean and Professor of Industrial Engineering, Speed School of Engineering; Heather Mitchell, BSN Program Director (Louisville) and Assistant Professor, School of Nursing; Christi Rich, Professor Chemistry, College of Arts and Sciences; Debbie Yoder-Himes, Assistant Professor and Director of Undergraduate Studies, Biological Sciences, College of Arts and Sciences.

      As workforce and research needs for qualified graduates in STEM-H fields continue to grow, attracting undergraduate students to science, technology, engineering and mathematics-heavy disciplines demands a particular approach to both recruitment and teaching. What factors do we need to consider to attract students to these fields? What can we do in our teaching to support students to persist in the STEM-H fields? In this cross-disciplinary panel, we will explore the dimensions of recruitment and retention of students in the STEM-H fields at UofL.

    • Click to Show/HideInvitation-Only Session with Maryellen Weimer

      Invitation-Only Session with Maryellen Weimer

      Room 6

  • Click to Show/HideEarly Afternoon Concurrent Sessions: 1:25 p.m. – 2:25 p.m.
    • Click to Show/HideHow Understanding Emotional Intelligence Makes Us All More Successful
      (Track: I, W)
      Room 15

      Presenters: Julie Hohmann, Assistant Director, Learning Resource Center, Resources for Academic Achievement (REACH); and Gerard Rabalais, Chair of Pediatric Services, UofL Physicians

      Emotional Intelligence (EI) is quite possibly the key to success, joy, and satisfaction in life. What would our world look like if we had more people in the workplace who had high EI? Maybe a more compassionate and better place to learn and work?

      During this session, we will set the stage by defining what EI is and why it is so critical for professional and personal development. Examples of how people with a high IQ have failed in the workplace due to having a low EI will be discussed. We will highlight Dr. Carol Dweck’s research and how EI plays a critical role in moving towards a growth mindset. An EI test will be shared in order for participants to have a way of seeing where weaknesses lie and practical ways to strengthen these areas immediately using methods from the critically acclaimed book, Emotional Intelligence 2.0.

    • Click to Show/HideDesign Influence: How Theory Impacts Your Teaching Practice
      (Track L)
      Room 16

      Presenters: Staci Saner, Program Manager for Faculty Development, School of Medicine; Brad Shuck, Associate Professor and Program Director, M.S. Human Resources and Organizational Development, Educational Leadership, Evaluation, and Organizational Development, College of Education and Human Development

      Design practices in teaching must do more than merely accommodate a particular theory’s perspective, they should support the creation of powerful learning environments specific to our learners and instructional goals. In this interactive, engaging, and discussion-focused session, we will introduce several educational theories and suggest a set of instructional principles that can guide your design of a reflective, intentional learning environment for adult learners. Come ready to discuss, ask questions, and participate in the construction and convergence of design influence and theory. Reflection is required.

    • Click to Show/HideHelping Students Become More Efficient Learners: Strategies for Increasing Long-Term Retention
      (Track L)
      Room 201

      Presenters: Keith Lyle, Associate Professor, Psychological and Brain Sciences, College of Arts and Sciences; and Patricia Ralston, Professor and Department Chair, Engineering Fundamentals, Speed School of Engineering

      Our intuitions about the best way to commit knowledge to memory are often wrong. In this interactive session, the presenters will review findings (including some from their own research with UofL students) that suggest that repeated practice is not as helpful for memory as people think. They will argue that students can practice less but practice smarter. Attendees will discuss implications for their own teaching and will leave the session with concrete ideas for helping students more efficiently achieve long-term retention of course content.

    • Click to Show/HideOptimal Learning: Communicative Processes and Conditions of Effective Teaching
      (Track L & W)
      Room 136B

      Presenter: Zac Goldman, Assistant Professor, Management, College of Business

      The link between communication and learning is inextricable. Regardless of discipline or subject matter, optimal learning cannot occur without some degree of effective communication. Drawing from decades of empirical social science research, this presentation will examine the intersection between these two processes and specifically the communicative mechanisms and conditions that foster optimal learning in college classrooms. Findings from this review will be structured to promote several high-impact teaching practices that instructors can use in class to improve communication and enhance student learning.

    • Click to Show/HideEngaging Students, Strengthening Our Community
      (Track W, I, & L)
      Room 136A

      Moderator: Henry Cunningham, Director, Community Engagement

      Panelists: Rudy Clark, Assistant Professor, School of Nursing; Theresa Hayden, Assistant Professor, Criminal Justice, College of Arts and Sciences; Lora Haynes, Assistant Professor, Department of Psychological and Brain Sciences, College of Arts and Sciences; and Montray Smith, Assistant Professor, School of Nursing

      Join us for this important interactive panel discussion where you will hear from UofL faculty who are teaching community-based learning courses. They will share their stories of how and why they incorporated community-based learning into their pedagogy, how they got started with this important work, and what they are doing for student engagement and community growth. They will also offer practical strategies for how to overcome challenges.

    • Click to Show/HideInnovative Teaching Techniques
      (Track W)
      Room 211

      Facilitator: Meg Hancock, Department Chair and Associate Professor, Department of Health and Sport Sciences, College of Education and Human Development

      Panelists: Adrienne Bratcher, Assistant Clinical Professor, Director of Graduate Studies, Exercise Physiology, Department of Health and Sport Sciences, College of Education and Human Development; and Katie Harman, Clinical Assistant Professor, Department of Health and Sport Sciences, College of Arts and Sciences

      How might your learning environment contribute to and motivate learning in more of a social space? Have you allowed for flexibility and collaborative moments on-the-fly in the classroom? This innovative teaching panel, comprised of award-winning faculty, will examine a spectrum of instructional resources, practices, and ideas for teaching in science and allied health courses. Panelists will discuss and share innovative teaching skills, tools, and perspectives used in their student-oriented classroom environments.

  • Click to Show/HideMid-Afternoon Concurrent Sessions: 2:35 p.m. – 3:35 p.m.
    • Click to Show/HideC-4: Cracking the Creativity Code in Our Classrooms
      (Track I & L)
      Room 15

      Presenters: Jennifer Anderson, Program Director, Teaching Innovation Learning Lab, Delphi Center for Teaching and Learning; and Denise Cumberland, Assistant Professor, Educational Leadership, Evaluation, and Organizational Development, College of Education and Human Development

      Looking for some dynamite ideas to bring innovation into your classroom? This interactive session focuses on helping you foster a community that enables students to be comfortable takings risks. We will explore ways to create an environment where students are rewarded for being creative, and we will share ideas that can reduce grade angst.

    • Click to Show/HideEngaging the Quiet Student
      (Track L)
      Room 136A

      Presenter: Shantel Crosby, Assistant Professor, Kent School of Social Work

      What can we do when students are quiet, shy, or hesitant to engage during class? In this session, we will explore the challenges of meeting the needs of less vocal students in the classroom. The presenter will discuss methods of engaging and promoting participation from these students, including lessons learned from her classroom experiences. She will also share research-based engagement techniques so that attendees will leave with concrete strategies and tools.

    • Click to Show/HidePerspectives on Successful Learning Environments: Students Speak
      (Track L)
      Room 211

      Facilitator: David Johnson, Assistant Professor, Health Management and Systems Science, School of Public Health and Information Sciences

      In this interactive panel, current UofL students will discuss how they learn best at UofL. Questions will include: What makes for a great learning experience? How do you know that you are learning in your classes at UofL? What do you want to tell UofL teachers about how you learn best? Join us for an engaging opportunity to hear from students about what they believe is worth celebrating about teaching and learning.

    • Click to Show/HideTrials and Tribulations of Teaching Online
      (Track W)
      Room 201

      Facilitator: Aimee Greene, Assistant Director, Instructional Design and Technology, Delphi Center for Teaching and Learning

      Panelists: Diane Chlebowy, Professor, Master’s Entry into Professional Nursing (MEPN) Program Director, MSN Program Director, School of Nursing; Lawrence Michalczyk, Full-Time Teaching Faculty, Kent School of Social Work; and Richard Slawsky, Part-Time Lecturer, Department of Communication, College of Arts and Sciences

      What works and what doesn’t when it comes to teaching online? Join this experienced panel of UofL instructors who have been teaching online for several years for an informative and interactive foray into the world of online teaching. Questions such as “How do I get started?” and “What do I do after I get started?” will be discussed. This panel is designed to support faculty who are wondering or have questions about teaching online.

    • Click to Show/HideEducational Skills Development for Clinicians – A Titration Experiment
      (Track W & L)
      Room 136B

      Presenter: Russell Farmer, Assistant Professor of Colon and Rectal Surgery, UofL Physicians

      What are the needs for educational skills in the clinical learning environment, innovations in clinical education, and the future of mentor-apprentice education. This session will be focused on identifying gaps in current educational training among clinicians. We will discuss the similarities a differences between traditional didactics and the teaching of clinical medicine. We will discuss how to close these gaps using modern teaching methodologies and available resources/tools.

    • Click to Show/HideCommunity-Based Participatory Research: Creating Knowledge to Lead Social Change
      (Track L, W, & I)
      Room 16

      Presenter: Mary Brydon-Miller, Professor, Department of Educational Leadership, Evaluation, and Organizational Development, College of Education and Human Development

      Addressing seemingly intractable problems like climate change, racial inequality, or the opioid crisis requires a new approach to research—one which values the knowledge and skills of community partners and which looks for practical solutions grounded in rigorous research processes. Community-based research understands the important role of the scholar-activist as someone who is committed to using the knowledge and skills of the academic researcher to facilitate collaboration and engagement to deepen our understanding of important social, economic, and environmental issues. This workshop will provide an introduction to the theory and practice of community-based research with examples from projects being conducted here in Louisville and around the world together with ideas for getting started on community-based projects of your own.

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