Teaching Professor Conference

www.teachingprofessor.com • 800-433-0499May 31-June 2, 2013 • Sheraton New Orleans Hotel • New Orleans, LA

Dear Colleague,We’d love to have you join us at this year’s Teaching Profes-

sor Conference. Here are just a couple of reasons for attend-ing.The conference program is first rate.We solicit out-

standing presenters; invite back presenters whose sessionshave been highly evaluated; and select programs from over250 submitted proposals. This allows us to offer a programwith interactive sessions on topics of concern and interest tocollege teachers.We encourage participants to connect with each other. At this event you will

experience just how much we have to learn from and with each other. You can expectto talk about teaching, students, and learning with teachers from other fields, otherkinds of institutions, and from other places. It’sinvigorating to be part of such a large group ofteachers who care about students and want theirteaching to promote deep, lasting learning.This conference is a well-attended event.We

think that says something about its quality andvalue. We are expecting close to 1,000 partici-pants this year. And you should note that theconference has sold out for the last three years. Teaching is not an easy job. Today’s college

students have challenging learning needs. Institutions operating under budget constraintsmust keep asking teachers to do more. It’s a recipe for tired teaching and burnout.Conferences like this give teachers the opportunity to refresh and renew their commitments to teaching. I am hoping to see you at The Teaching Professor Conference in New Orleans—

as a first time attendee or as a participant who’s coming back for more.Sincerely,

Maryellen Weimer, Ph.D.Editor, The Teaching Professor newsletterProfessor Emerita of teaching and learning, Penn State Berks

“The speakers are all excellentand very relevant to what is goingon in education today. The atmosphere is exciting, the topicsare outstanding, and the energylevel is very motivating.”

—2012 Teaching Professor Conference Attendee

Follow The Teaching Professor Advisory Board

“I liked how practical and timely the workshop content was. These were ideas and principles that could be implemented immediately in my courses.”


The Teaching ProfessorConference ChairDonna QualtersDirector, Center for the Enhancement of Learning and TeachingTufts University

Past Conference ChairKen AlfordAssociate ProfessorBrigham Young University

Conference AdvisorIke ShibleyAssociate ProfessorPenn State Berks

MaryellenWeimerEditor, TheTeaching ProfessornewsletterProfessor

Emerita, Penn State Berks

Gerald C.KobylskiAssociate ProfessorU.S. MilitaryAcademy

Lolita PaffAssociate Professor ofBusiness andEconomics,Business Program

Coordinator, Penn State Berks

Nicki MonahanFaculty FacilitatorGeorge BrownCollege

Teri SteinProfessorJudson University

CatherineStoverManaging EditorMagna Publications

Top 7 Reasons to Attend1. Reflect and Recharge

2. Rub Elbows with ThoughtLeaders

3. Connect with Colleagues

4. Discover New Teaching andLearning Resources

5. Take it to the Next Level

6. The Price Is Right

7. Build a Personalized Learning Agenda

Meet the 2013 Teaching Professor Conference Advisory BoardThe advisory board reviews, rates, and selects the top workshop proposals.

Advisory Board Members


7:00 a.m. – 8:30 a.m. Registration open (morning pre-conference attendees only)8:30 a.m. – 8:00 p.m. Registration open for all participants9:00 a.m. – 8:00 p.m. Partnership displays open

Pre-conference Workshops (Additional Fee) 8:00 a.m. – Noon Making Discussion Work in Support of Student Learning8:00 a.m. – Noon Technology for Blended Courses1:00 p.m. – 4:30 p.m. The Ins and Outs of Writing in the Quantitative Classroom1:00 p.m. – 4:30 p.m. What Makes Teaching Learner-Centered?1:00 p.m. – 4:30 p.m. The Brain and Learning: A User’s Guide

Conference1:30 p.m. – 3:00 p.m. Poster Sessions5:00 p.m. – 5:15 p.m. Conference welcome5:15 p.m. – 6:30 p.m. Opening plenary — Higher Education in Five Years

(or Sooner)6:30 p.m. – 8:00 p.m. Reception & Poster Session8:00 p.m. Dinner and evening on your own*

8:00 a.m. – 5:00 p.m. Registration open8:00 a.m. – 5:00 p.m. Exhibit displays open8:00 a.m. – 9:00 a.m. Continental breakfast9:15 a.m. – 10:30 a.m. 11 concurrent sessions10:45 a.m. – Noon 11 concurrent sessionsNoon – 1:00 p.m. Lunch break1:00 p.m. – 2:00 p.m. Luncheon plenary — Dead Ideas and Other Tyrannies:

How They Limit Teaching and Learning2:15 p.m. – 3:30 p.m. 11 concurrent sessions3:45 p.m. – 5:00 p.m. 11 concurrent sessions5:00 p.m. Dinner and evening on your own*

8:00 a.m. – Noon Registration open8:00 a.m. – 9:00 a.m.Continental breakfast

9:15 a.m. – 10:30 a.m. 10 concurrent sessions10:45 a.m. – Noon 10 concurrent sessionsNoon – 1:00 p.m. Lunch and closing discussion1:00 p.m. Conference ends

*Enjoy Dinner With Your Peers!

Conference ScheduleFriday, May 31, 2013

Saturday, June 1, 2013

Sunday, June 2, 2013

Opening Plenary SessionFriday, May 31, 20135:15 p.m. – 6:30 p.m.Higher Education in Five Years (or Sooner)Presenter: Richard M. Felder, Hoechst Celanese Professor Emeritus of Chemical Engineering, North Carolina State UniversityChronic business and industry complaints about skill deficiencies in college graduates

have led to calls for major reforms in how college curricula should be structured, howcourses should be taught and assessed, the role technology should play, who shouldteach, and how instructors should be prepared. Many faculty members and administra-tors are less than enthusiastic about the proposed changes, arguing that the existing system functions well and needs no radical revision. This provocative talk outlines theopposing positions in this debate and offers predictions about the outcomes.

Luncheon Plenary SessionSaturday, June 1, 20131:00 p.m. – 2:00 p.m.Dead Ideas and Other Tyrannies: How They Limit Teachingand LearningPresenter: Diane Pike, Augsburg College Public historian James Burke argues, “We are what we

know… and when what we know changes, we change.” Ifwhat we think we know about teaching and learning is dead,then we have a serious problem. The unintended conse-quences of oppressive ideas can greatly limit our teaching effectiveness. In the middle of a national conversation thatranges from arguing that being a college dropout is a goodthing to claiming that traditional institutions can be replaced with MOOCs, this keynote identifies threetyrannical ideas in teaching and learning and examineshow we might respond.

Plenary Sessions

“Many of the presentations provided handouts with step-by-step instructions on how toimplement the active learning strategies. I have been thinking about all the ways I canutilize these new strategies in my class already! I feel excited and inspired and am sothankful I attended.”



The Teaching Professor Conference offersmore than 60 workshops for you to

choose from. Each year, we invite a selectnumber of top-ranked presenters from theprevious year’s conference so moreattendees can learn from them. We alsoinvite experts who possess recognizedknowledge about a particular instructionalarea. Here are the invited presenters for the2013 conference:

Keeping Introverts in Mind in YourActive Learning ClassroomPresenter: Nicki Monahan, George BrownCollegeSusan Cain’s New York Times bestseller

Quiet: The Power of Introverts in a Worldthat Can’t Stop Talking reignited interest inCarl Jung’s categorization of humantemperament into two categories:extroverts and introverts. For educators,her work raises interesting questions aboutthe experiences of introverted students inactive learning classrooms. In thisworkshop, participants from all disciplineswill gain insights into their own learningpreferences and explore the impact oftemperament on our students’ responses toactive learning activities. Throughreflection and dialogue, develop strategiesyou can use to ensure that, while engagingstudents in active learning, all learners’needs are met. Keywords: introverts, active learning,

teaching diverse students, learner-centeredteaching

Beyond the Résumé: EncouragingPersonal Growth through InternshipJournalsPresenter: Lolita Paff, Penn State BerksThe focus of this session is on improving

student interns’ self-assessment of theirlearning and professional developmentduring a business internship. A briefpresentation will lead participants througha set of requirements in which studentsdevelop internship learning objectives,write reflectively on their experiences,provide self-assessment, and reflect on thesimilarities and differences between theirsupervisors’ evaluations and their own.We’ll use an open discussion format toconsider alternate journal themes and topose extensions of reflective journals toservice learning and alternative classroomenvironments.

Keywords: reflection, internship, assessment

Managing Disruptive andDangerous Behavior in theClassroomPresenter: Brian Van Brunt, NationalCenter for Higher Education RiskManagement Classroom management challenges are

numerous: misuse of technology, rude andentitled behavior, off-topic questions, poorhygiene, or veiled threats. The presenterwill share research and techniques toreduce disruptive, annoying, andfrustrating student behavior. The programwill review how to identify and managepotentially dangerous and violent behavior.Takeaways include a sample chapter fromthe presenter’s upcoming book, a list ofdo’s and don’ts, case studies, scenarios, anddiscussion questions.Keywords: classroom management,

disruptive, dangerous, violence

Teaching Unprepared Students:Strategies that WorkPresenters: Ken Alford and Tyler Griffin,Brigham Young UniversityBelieve it or not, some professors have

students who show up for classunprepared. These are students whosereading assignments remain partially orcompletely unread … whose homework isincomplete or not started …and whosecourse assignments have been finishedsloppily or ignored. This session will sharean assortment of ideas, based on effectivecourse design principles and teachingexperiences in a wide variety of disciplinesto help you provide: (1) learningopportunities for students who choose tobe unprepared, and (2) motivation foryour students to be prepared for futurelessons.

Keywords: student motivation,unprepared students, assignment strategies

Cheating Lessons: How Research inAcademic Dishonesty Can Help UsBuild Better Learning EnvironmentsPresenter: James M. Lang, AssumptionCollegeWhen students engage in academically

dishonest behaviors, they are reactinginappropriately to a learning environmentthat has not inspired them or given themsufficient help to master the challenges ofthat environment. If we can gain a betterunderstanding of the reasons foracademically dishonest behavior, we canuse that knowledge to build better learningenvironments: ones that foster internalmotivation, promote mastery overperformance, boost self-efficacy, and alignwith information we have about howhuman beings learn and remember newinformation. The presentation will providean overview of this argument and inviteparticipants to share their own experienceswith academic dishonesty and the lessonsthey have learned from it.Keywords: cheating, academic

dishonesty, motivation, mastery learning,cognitive theory

Visit www.teachingprofessor.comfor a complete list of presenters and workshops.

Invited Presenters

“The workshops were well presented, organized, and research based. Whoevermakes the decisions about presentersshould receive a gold medal!”

—2012 Teaching ProfessorConference Attendee


Optional Pre-conference Workshops Friday, May 31, 2013 | $175 each

Making Discussion Work in Support of Student Learning8 a.m. – NoonPresenter: Jay Howard, Butler UniversityFaculty often wish to engage students in discussion in

class, but sometimes our efforts fall flat and we give upthe effort. What classroom norms sometimes underminediscussion? Which students are most likely to participateand which ones choose not to participate? For what reasons? How can an instructormanage both? During this pre-conference workshop, we will engage each of thesequestions utilizing a review of the research to identify ways to structure class discussionto maximize student participation and learning.

Technology for Blended Courses8:00 a.m. – NoonPresenters: Ollie Dreon, Millersville University ofPennsylvania, Ike Shibley, Penn State Berks, and TimWilson, University of Western OntarioBlended design provides the synergistic combination of

online and face-to-face (F2F) teaching. Numerousbenefits accrue to the learner and the institution. The flexibility of blended coursesallows teachers to redesign almost any course to best fit the needs of the learners; and theincreased flexibility for learners provides more accessibility to higher education. Aconcern for most faculty is deciding what technology to deploy in the design of ablended course. This pre-conference workshop will help participants make morepedagogically informed decisions regarding the technological requirements of blendeddesign. Technology that will be discussed includes: learning management systems, screen

capture software, clickers, collaborative technology, audio/video editing software, and themost recent animation software.

The Ins and Outs of Writing in the Quantitative Classroom1:00 p.m. – 4:30 p.m.Presenter: Patrick Bahls, University of North Carolina,AshevilleComposition scholars have argued convincingly that

students require meaningful writing instruction at allstages of their college careers, and in every discipline.Although, traditionally, writing has played a minor role in courses with quantitativecontent, there are ways of challenging students in such classes with engaging writingactivities. Workshop participants will learn how to design effective writing assignmentsin quantitative courses, emphasizing informal "writing-to-learn" activities. We will alsodiscuss responding to and assessing student writing.

What Makes Teaching Learner-Centered?1:00 p.m. – 4:30 p.m.Presenter:Maryellen Weimer, professor emerita ofTeaching and Learning at Penn State Berks and editor,The Teaching Professor newsletterInterest in learner-centered teaching continues to grow.

More and more faculty are working to incorporatepolicies, practices, techniques, and approaches that focus on learning. Is there anydifference between active learning, student engagement, and learner-centered teaching?Explore characteristics used to define and differentiate learner-centered teaching. Clearthinking about what it means to be learner-centered enables teachers to better select anddesign experiences for students that promote their understanding of course content.

The Brain and Learning: A User’s Guide1:00 p.m. – 4:30 p.m.Presenters: Lisa K. Bloom and Kristina L. Petrocco-Naupli, New York Chiropractic CollegeThis workshop is focused on basic knowledge of how

the human brain functions during various types oflearning experiences. Current teaching strategies addressmany of these neuroanatomical and neurochemical features, but fundamental knowledgeof the brain structure and function can improve situation-specific applications. Thepresenters will engage participants in interactivelecture with direct application and problemsolving applied in small group activities,included modeling the concepts presented.Participants will work in teams to strategizeand apply brain-based learning activitiesto classroom scenarios. They alsowill identify brain basedstrategies that impact learningand design animplementation plan fortheir classroom.

“I always enjoy The Teaching Professor Conference because it is attended by educatorswho really want to be better teachers, just like me. I enjoy the new-to-me ideas presentedin the sessions as well as networking with colleagues.”


Keywords: discussion,participation, scholarshipof teaching and learning,engagement

Keywords: blendedcourses, technology,blended design

Keywords: writing, assessment, communication

Keywords: learner-centered, teaching, learning

Keywords: brain, learnercentered, technology,teaching effectiveness


The host city for the 10th annualTeaching Professor Conference is New

Orleans, LA; one of the world’s mostfascinating cities. Steeped in a history ofinfluences from Europe, the Caribbean,Africa and beyond, it’s a brilliant mosaic ofculture, food and music. You’ll findbrimming bowls of gumbo, late nights injazz clubs, strolls through historicneighborhoods and tantalizing festivalsthroughout the year.

HotelSheraton New Orleans Hotel500 Canal Street · New Orleans, LA 70130The Sheraton New Orleans Hotel is in

the ideal New Orleans location,overlooking famous attractions like theMississippi River, the French Quarter, andHarrah’s Casino. Just a few blocks from thehotel you will find world famousrestaurants, inspiring art museums,exciting night life, and first class shoppingall in the heart of the most famous districtin New Orleans, the French Quarter.

Teaching Professor Conference RoomRate $189 for single and double rooms.Rates do not include state and local taxesand a $3 occupancy tax per room per night.• Reservations must be made beforeMonday, April 29, 2013 to receive thereduced rate.

• To make your reservation, please callthe Sheraton New Orleans at 888-627-7033 and tell them you’reattending The Teaching ProfessorConference to receive the reduced rate.

Airport InformationThe closest airport for this conference isthe Louis Armstrong International Airport(MSY) which is about 13 miles from thehotel.

Transportation to the HotelBy Hotel Shuttle:You may reserve a shared ride service

between the Sheraton New Orleans Hoteland Louis Armstrong International Airportthrough Sheraton New Orleans AirportShuttle. Rates are $20 per person oneway/$38 per person roundtrip. Please call504-522-3500 for information or makereservations online at least 24 hours priorto your flight departure time.

By Taxi:Taxis are available outside of baggage

claim and the average fare to the SheratonNew Orleans Hotel is $28. No advancereservations are required.

Transportation During Your StayThe Sheraton New Orleans Hotel is also

located right on the Streetcar line andstreetcars provide easy transit along CanalStreet and up St. Charles Avenue. Cost:$1.50.

Poster SessionsFaculty members will display a visual

representation highlighting content of amodel or strategy for teaching and learning. A first round of poster sessions will be ondisplay the afternoon of the opening day and a second round will be showcased inconjunction with the opening nightreception.

Selected PresentersEach year, we send out a call for proposals

and receive more than 250 proposed sessions.Those selected for the conference programhave been blind reviewed by our facultyadvisory panel using a rubric posted on TheTeaching Professor Conference website. Ourgoal is to provide interactive sessions ontopics important and relevant to teachingprofessors.

Maryellen Weimer Scholarly Workon Teaching and Learning AwardMagna Publications and The Teaching

Professor will announce the winner of thisprestigious award during the Saturdayluncheon. Now in its fifth year, the awardrecognizes an exemplary scholarly article onteaching and learning. The winner will bepresent.

“This was certainly the most useful conference I have ever attended. I loved it.”—2012 Teaching Professor Conference Attendee

“This stimulated a lot of thought, and I came home with practical ideas that I can implement right away. For me, that's the most important thing.”


TravelAdditional Learning Opportunities

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Registration Fee ..................................................................................................$______________

Optional Pre-conference Workshops (Cost: $175 each) � Making Discussion Work in Support of Student Learning 8 a.m. – Noon ..............................$______________ � Technology for Blended Courses 8 a.m. – Noon..................................................................$______________� The Ins and Outs of Writing in the Quantitative Classroom 1 p.m. – 4:30 p.m. ....................$______________� What Makes Teaching Learner-Centered? 1 p.m. – 4:30 p.m...............................................$______________� The Brain and Learning: A User’s Guide 1 p.m. – 4:30 p.m.................................................$______________

Registration Fee Total in U.S. Dollars....................................$_____________

Payment Method (All registrations not paid by conference date are subject to a 1.5% service fee per month,18% per annum.)

Please send the invoice/confirmation to the attention of:

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Conference fee includes plenary and concurrent sessions, poster sessions,exhibits, an opening night reception, two breakfasts, and two lunches.

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Special Needs: If you need accessibility or accommodations that meet theregulations of the Americans with Disabilities Act, please specify:__________________________________________________________________________________________________________________________________

Note: All special accommodation requests must be submitted in writingat least 4 weeks prior to start date of conference.

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Conference per-person registration fees(All registrations from an institution must be submitted together

to qualify for discounts.)

Prepayment required on all international registrations.

On-site registration: $60 9 On-site registrations are limited! Call in advance.

TP13BR2

HOW TO REGISTERBy Web: www.teachingprofessor.comBy FAX: Complete this form and

fax to 888-936-4400By E-mail: Send the requested informa-

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Please Read and SignThe “Conference Management” (Magna Publications,Inc., its officers, directors, agents, and employees)shall not have any responsibility or liability for personalinjury en route to and from The Teaching ProfessorConference or at any time on the site. The “Confer-ence Management” shall not have responsibility of li-ability for unsafe or illegal acts of the hotels, suppliers,entertainers, tour operators, and airlines that are di-rectly or indirectly involved with the conference. At-tendees who purchase non-refundable airline ticketsdo so at their own risk. I agree that any photographsor videotapes taken of me may be used for conferencepromotional purposes or resale. The total amount ofany liability of the “Conference Management” will belimited to a refund of the attendance fee.

Cancellation PolicyAll cancellations must be received in writing. Fullrefunds will be given for cancellations received byMarch 29, 2013. Cancellations received after this dateare subject to a $150 service charge per person. Can-cellations made after the final cut-off date (May 10, 2013) will result in full registration fee. Per-sons who sign up for the conference, but do not at-tend will be charged the full registration price.Substitutions or name changes can be made at anytime. For more information, contact Customer Service:at [email protected] or 800-433-0499 ext. 2.

Postmarked on or before: 3/1/13 5/10/13 Registrations received after5/10/13 will bebilled at on-siterate of $609

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2 to 4 people $539 ea. $559 ea.

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