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:

  • Translation (Track 1): This track seeks to articulate translation. By translation we highlight how we merge research into practice and how we merge policy into practice. How does learning theory translate into teaching practices? What and how do institutional and/or accreditation requirements translate into instructional practices?
  • Modeling Teaching Practices (Track 2): This track seeks to showcase and demonstrate teaching practices that are being used by the most innovative instructors at UofL. What emerging technologies might we use with our students? What are ways we can “steal these success strategies” and apply them in our own teaching?
  • Topical Panel Discussion (Track 3): This track examines topical areas of interest for teaching and learning broadly and include insights from faculty, staff, and students.


  • Click to Show/HideMorning Concurrent Sessions: 11:15 a.m. – 12:15 p.m.
    • Click to Show/HideTeaching in the Active Learning Classroom: Experiences from the TILL
      (Tracks 2 & 3)
      Room 14

      Facilitator: Jennifer Anderson, Program Director, Teaching Innovation Learning Lab, Delphi Center for Teaching and Learning

      Presenters: Denise Cumberland, Assistant Professor, Education Leadership, Evaluation and Organizational Development; Leslie Friesen, Instructor, Fine Arts; Angela Thompson, Assistant Professor, Engineering Fundamentals; and Deborah Yoder-Himes, Assistant Professor, Biology

      Have you tried using active learning and it just didn't click? Are you still unsure exactly what is meant by active learning? Come to this session and hear our panelists talk about their experiences teaching in the Teaching Innovation Learning Lab (TILL) classroom. Panelists will share what they have learned about designing and delivering activities, managing students, and their reasons for continuing to explore the active learning classroom.

    • Click to Show/HideContending with the Sophomore Slump: Opportunities and Challenges for Teaching and Supporting our Second-year Students
      (Track 1)
      Room 15

      Presenters: Patty Payette, Executive Director of “Find Your Fit,” the Quality Enhancement Plan at UofL, and Senior Associate Director, Delphi Center for Teaching and Learning, and Katie Adamchik, Director of Exploratory Advising at UofL and Lead Integrative Advisor for “Find Your Fit”

      What are the unique needs of our second-year students? How can we help them avoid the pitfalls of the so-called “sophomore slump” while assisting them as they persist academically as well as personally? In this interactive, fast-paced session, we will engage participants in considering the needs and opportunities of our second-year students in and outside the classroom. Drawing upon the research on this group of students and data gleaned from our own students at UofL, we will help faculty and staff identify the sometimes subtle but powerful ways in which they can support these students through key developmental challenges.

    • Click to Show/HideCommunity-Based Learning Case Studies
      (Tracks 2 & 3)
      Room 136A

      Presenters: Jennifer Middleton, Assistant Professor, Kent School of Social Work and Theresa Hayden, Assistant Professor, Criminal Justice

      In this session, panelists will discuss the community-based projects they use for both research and classroom activities. Each presenter will discuss how a community-based case works in relation to their teaching and how community work is integrated into their courses.

    • Click to Show/HideGame-Based Learning (Panel Discussion)
      (Tracks 2 & 3)
      Room 136B

      Presenters: Mark Woolwine, Coordinator for GEN 105 and the Student Success Seminars, Resources for Academic Achievement (REACH), and Susan Jarosi, Associate Professor of Art History and Visual Studies, Women’s and Gender Studies and Fine Arts

      In this panel discussion, Mark will discuss how REACH has implemented elements of gamification into the REACH Online Student Success Seminars. Gamification is using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems. In our newest online seminar, “The Quest for Time," gamification is utilized to help students learn to better manage their time. The seminar is based on the premise that a student at the University of Louisville utilized poor time management strategies and as a result turned into a zombie. Students must navigate through the seminar and learn time management strategies to save the “zombified” student. Susan will discuss how game-based learning enters into her courses, such as "fantasy collecting." "Fantasy Collecting" is modeled on popular sports video games, such as FIFA 17, in which players assemble their own “dream team” of athletes and stand their team up in competition with other teams. In the case of “Fantasy Collecting,” players assume the role of ambitious (and wealthy) art collectors in the attempt to compile the most valuable collection of artworks.

    • Click to Show/HideTranslating Flipped Classroom Design Principles: Learning Spaces and Active Learning in Action
      (Tracks 1 & 2)
      Room 201

      Presenter: Jeffrey L. Hieb, Associate Professor, Engineering Fundamentals

      Are you curious about what it takes to “flip” your classroom? In this session, participants will workshop flipped classroom design principles through a case study of fictitious classroom context at UofL. Through guided group activities, participants will both learn how to work and think through instruction in conjunction with varied learning spaces. Translating how to initiate “flipped” and active learning strategies in your classroom are this session’s goals.

    • Click to Show/Hide“I Need Some Space”: Incorporating Spaced Retrieval Practice into Your Classes
      (Track 1)
      Room 211

      Presenter: Keith B. Lyle, Associate Professor, Psychological and Brain Sciences

      Students are most likely to remember course content when they are required to repeatedly retrieve the content. The beneficial effect of retrieval practice is especially great when multiple retrieval attempts are spaced out over time. Unfortunately, common educational practices often result in retrieval attempts being massed together in short temporal windows. This session reviews research on the value of spacing retrieval attempts, identifies practical obstacles to spacing, and provides attendees with an opportunity to develop a plan for incorporating spacing into their own classes.

  • Click to Show/HideEarly Afternoon Concurrent Sessions: 1:25 – 2:25 p.m.
    • Click to Show/HideTeaching Concepts Through Active Learning: An Experiential Workshop
      (Track 2)
      Room 14

      Presenter: Sharon Sanders, Instructor, Kent School of Social Work

      This workshop will actively involve participants in activities which can be used to teach students central course concepts. Included will be activities to help student map concepts, explore connections between concepts, and critical explore differences. The active learning approaches will include activities for small and large classrooms.

    • Click to Show/HideBringing Community Issues, Activism, and Action into the UofL Classroom
      (Track 3)
      Room 15

      Facilitator: Meg Hancock, Assistant Professor, Health and Sport Sciences

      Presenters: Brian Buford, Assistant Provost for Diversity and Executive Director of the LGBT Center; Lora Haynes, Associate Professor, Psychological and Brain Sciences, Diane Riff, Assistant Professor, School of Nursing; and Kaila Story, Associate Professor, Women's and Gender Studies and Pan-African Studies and the Audre Chair in Race, Class, Gender, and Sexuality Studies

      Activism and action work are prevalent at UofL. What or how does one translate action in relation to UofL classes? In this session panel, five faculty and staff members introduce how they have brought local and current community issues and questions of justice into their courses.

    • Click to Show/HideBuilding Student Engagement in Large Lectures
      (Track 2)
      Room 136A

      Presenter: Angela Storey, Assistant Professor, Anthropology

      This session will explore how to build student engagement in large lecture courses with a particular focus on incorporating active learning approaches into introductory and GenEd courses. Many active learning practices and pedagogies are accessible for large classes and can be useful for expanding discussion, deepening engagement, and solidifying learning outcomes. The session will include practical information and participants will workshop approaches relevant to their discipline.

    • Click to Show/HideUndergraduate Teaching Assistants: A New Method for Student Engagement
      (Tracks 2 & 3)
      Room 136B

      James Lewis, Assistant Professor, Engineering Fundamentals; Stephanie Philipp, Instructor, Middle and Secondary Education; Tom Rockaway, Associate Professor, Civil and Environmental Engineering; and Jerry Willing, Associate Professor, Chemical Engineering

      In this panel, four faculty members involved in the PRIMES (Partnership for Retention Improvement in Mathematics, Engineering, and Science) NSF STEP grant discuss how this project includes the training and use of undergraduate TAs to transform teaching and learning. In addition, metrics and assessment data will be discussed.

    • Click to Show/HideA Competency-Based Approach to Teaching Business Communication
      (Tracks 1 & 2)
      Room 201

      Presenter: Kristen Lucas, Associate Professor, Management

      Faculty in the College of Business redesigned the business communication curriculum to help students develop five critical communication competencies: professional, clear, concise, evidence-driven, and persuasive. This presentation will include an overview of the competency-based curriculum and how it was developed, insights on how the competency approach has been used to inform course revisions, and a quick tutorial on how the approach and its associated tools can be used for assessment of student learning.

    • Click to Show/HideThe Flipped Classroom Experience
      (Track 2)
      Room 211

      Presenters: Jason Zahrndt, Digital Media Consultant, Delphi Center for Teaching and Learning and Digital Media Suite, Ekstrom Library, and Ray Chastain, Faculty Member, Physics and Astronomy

      During this session, you will experience the technologies and activities of a flipped classroom. Learn how the flipped classroom structure can create opportunities for learning and engagement both inside and outside your classroom walls. Through activities and discussion, discover how you can incorporate flipped classroom techniques into your classroom.

    • Click to Show/HideInvitation-Only Session with Dee Fink Part 1
      Room 6

      Invitation-Only Session with Dee Fink Part 1

  • Click to Show/HideMid-Afternoon Concurrent Sessions: 2:35 – 3:35 p.m.
    • Click to Show/HideTranslating UofL’s General Education to Cardinal Core: History, Hiccups, and High Points
      (Tracks 1 & 3)
      Room 14

      Presenters: Julia Dietrich, Professor, English, Linda Fuselier, Associate Professor, Biology; and Beth Willey, Professor, English and Director of Composition

      In this panel, three faculty members who’ve been involved in the revision of the Cardinal Core discuss the project and its results. Panelists will add a historical perspective to the university’s general education program and describe the intended Cardinal Core culture. They will examine how change is translating into opportunities for new approaches to liberal arts education and invite discussion about how these changes can be put into practice.

    • Click to Show/HideInsights and Innovations: Graduate Teaching Assistants as 21st Century Instructors
      (Track 3)
      Room 15

      Facilitator: Michelle Rodems, Associate Director, Graduate Student Professional Development for the School of Interdisciplinary and Graduate Studies (SIGS)

      Graduate teaching assistants navigate the complicated gap between student and teacher with feet on both sides as they balance the challenges of developing their teaching practice. Even still, GTAs are “coming of age” at a time of exciting and often overwhelming changes, opportunities, and resources. Providing GTAs opportunities for reflective practice gives them vital support and development, as well as offers current faculty insights into the possibilities of a new generation of teachers. Join a panel of current and former GTAs as they share their insights and innovations in their current teaching and thinking.

    • Click to Show/HideAdaptive Learning: From Theory to Practice
      (Track 2)
      Room 136A

      Presenters: Shira Rabin, Associate Professor, Biology, and Ryan Luke, Adaptive Learning Program Director, Delphi Center for Teaching and Learning

      Although we try to tailor our courses to students’ individual skills, too often we don’t have the time to identify what each student needs to study and to coach them through their particular challenges. In this session, you will learn how to use adaptive courseware to target your teaching, engage with your students, and provide them with individualized plans for studying. We will discuss the pros and cons of various algorithms, including what class problems they solve, how much time they take to implement, and each adaptive learning methodology. You will have a chance to identify which algorithm might work best for you

    • Click to Show/HideExploring Student Motivation
      (Track 1)
      136B

      Presenter: Barry R. Horowitz, Professor Emeritus, Electrical and Computer Engineering

      The literature on motivation describes conditions that enhance or reduce motivation. We’ll explore those results through the lenses of Expectancy-Value Theory and Self-Determination Theory and discuss how they apply to the classroom. You’ll be invited to reflect on your teaching practices with an eye to enhancing student motivation.

    • Click to Show/HideEngaging Students: Active Learning Assignment Design
      (Track 2)
      Room 201

      Presenter: Ann C. Hall, Professor and Chair, Comparative Humanities

      What is active learning assignment design and why should I care? You may not have time to redesign your entire course, but incorporating a few active learning assignments and activities will enhance student learning in your courses. Assignment design strategies will be presented and participants will have the opportunity to design or redesign an assignment with active learning strategies in mind.

    • Click to Show/HideWhat are Open Educational Resources and Why Should I Want to Use Them?
      (Track 1)
      Room 211

      Presenters: Aimee Greene, Assistant Director, Delphi Center for Teaching and Learning, and Amber Willenborg, Instructor, University Libraries

      Have you noticed that students aren't reading the textbook? This may be because they didn't buy it. According to the 2016 Student Textbook and Course Materials Survey, 66.6 percent of students don’t purchase required textbooks because they are too expensive. If you would you like to reduce book costs for your students but are not sure how to get started, this session will introduce you to free Open Education Resources (OER) and provide you with the tools you need to start incorporating them into your courses.

      After this session, you will be able to:

      • Identify sources of OER for your discipline
      • Explain the benefits to adopting OER
      • Utilize an OER repository to find resources for your classes
    • Click to Show/HideInvitation-Only Session with Dee Fink Part 2
      Room 6

      Invitation-Only Session with Dee Fink Part 2

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