Here's How to Design Your Course with Intention
Evidence-informed teaching. Improved student engagement. More inclusive learning. It's all part of The Top Hat Guide to Intentional Course Design created by Dr. Bradley Cohen, Chief Academic Officer at Top Hat.
- 1. Backward Design
- 2. Significant Learning
- 3. Cultivating Attention
- 4. Inclusive Teaching
- 5. Evidence-Informed Iteration
In my early days as an instructor, I felt pretty good about my teaching practice. But it took a push from a mentor to make me question whether what I was doing was, in fact, helping my students learn and develop.
The desire to improve my course design wasn't simply to see more students succeed on the final exam. I wanted to create meaningful learning experiences that would endure in their approach to understanding and living in the world.
This guide encompasses the many influences that have inspired me as an educator. My hope is to offer insights, tools, and inspiration to help you make an even bigger difference to your students.
Backwards Design
The superpower of backward design is that it encourages intentionality: Clearly defining the learning goals at the outset, the 'why' behind each assessment, and how learning activities will support the course objectives—making it easier to communicate the value of what you're asking students to do.
Think through the following questions:
What ideas would you like students to remember? How will students be able to apply the knowledge they gain beyond this course? What knowledge or skills will they acquire?
What tasks will be required of students to demonstrate they have achieved the desired outcomes? Thinking beyond summative assessments, what homework, quizzes, and assignments will students use to demonstrate their learning?
We have more tools to leverage to make learning engaging and effective beyond the traditional lecture. Consider the role of discussions and debates, problem solving exercises, peer instruction, or experiential learning. How might these contribute to achieving the objectives of the course?
Significant Learning
L. Dee Fink's seminal book Creating Significant Learning Experiences offers an important refinement on backward design. Significant learning emphasizes that, for enduring learning to occur, students need to make connections between what they are learning about and their own lives, interests, experiences, and aspirations.
Fink challenges us to think about the following questions as we design our course:
Integration
What connections do we want students to make between concepts and ideas within the course, other disciplines, or their own lives?
Human dimension
What would we like students to learn about themselves, their peers or those they may encounter in the future?
Caring
What changes would we like to see in students in terms of what they value and how they feel about what they've learned?
Metacognition
What should students walk away knowing about the process of their own learning?
Rome wasn't built in a day, and neither is transformational learning. Start by making a few changes. Learn, revise, and continue to iterate. Go in-depth on significant learning strategies.
Cultivating Attention
James Lang, author of Distracted: Why Students Can't Focus and What You Can Do About It, points to playwrights as masters of using structure to capture and hold our attention. There are acts and scenes. The action rises and falls. All of these elements are used to keep us focused.
Reflect on the time you spend with students. Are there moments when they are more attentive? Is there a pattern you can see within a lecture or across the semester? What lessons can you draw from this?
Tips on Cultivating Attention
Lang offers these suggestions to help us improve student attention more deliberately and effectively in our classrooms.
Be attentive to the community in the classroom, and encourage students to be more attentive to one another.
What helps them stay focused? What can be done differently? Formalize the output and provide frequent reminders.
If you're teaching a difficult concept, alternate with something that's going to give students a mental break. The key is to structure activities in ways that will keep students focused.
Inclusive Teaching
Intentional course design is the foundation for equitable and inclusive learning. That means thinking deliberately about how we foster belonging, and how we engage, interact with, and assess in ways that ensure all students are set up for success.
Structure Matters
As professors Viji Sathy and Kelly Hogan suggest, more structure works better for most students, since it won't harm those who don't actually need it! Here are some ways we can use structure to create a more inclusive learning environment.
Assessment-Rich Learning
One of the most important places we can effect change is with our assessment practices. Traditionally, this consists of high stakes midterms and final exams that offer little room for error. The good news is there are a variety of ways to use assessments to enrich the learning journey and give students the feedback they crave.
Assessing Early and Often
Regular low stakes testing creates opportunities for students to develop the growth mindset so important for success in higher education. Harvard researchers found that interspersing online lectures with regular testing helped students focus more effectively. They retained information longer and were also less anxious knowing that a poor showing on one test would not have a major impact on their final grade.
Making Assessments Equitable
The Center for Educational Innovation at the University of Minnesota offers a few simple things we can do to make learning more equitable.
Transparency
Clarity is important in ensuring students are confident about the purpose behind each assessment and how to prepare efficiently.
Evidence-Informed Iteration
Healthcare professionals are required to demonstrate a clear commitment to evidence-based practice. Bad outcomes are mined for insight and shared widely to drive improvement. While this level of rigor has yet to find its way into most classrooms, there are many opportunities to apply the spirit of investigation to continuously improve how we teach.
Making Use of 'Small Data'
The use of 'small data', gathered by establishing frequent touchpoints to assess learning is a powerful way to shape the learning experience. From quizzes, polls, and discussions, to attendance, participation and summative assessments, there are many ways to capture insights to make our courses more effective.
Educational technology platforms like Top Hat make it easy to automatically collect and analyze data, to do the following (and more).
Identify student needs
Using data to track performance makes it easier to identify areas where a class or individual students may need more practice.
Personalize learning
Using polls and class surveys to understand student backgrounds, prior knowledge, and areas of interest provide insights to tailor the learning experience.
Measure progress
Tracking engagement, participation and assessment data allows instructors to adjust their teaching practices to ensure students are making steady progress.
Provide feedback
Frequent low stakes assessments provide more opportunities to help students understand their strengths and weaknesses.
Improve collaboration
Data-driven insights make it easier for educators to identify best practices, develop new teaching strategies, and work together to improve student learning.
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Making the Connection: How to Create More Meaning and Joy in Your Teaching
One positive outcome of the pandemic is the broadened awareness of the student experience in higher education. This includes a renewed focus on the key factors that positively impact learning, including a student’s sense of belonging, their personal connections to the course content and materials, and their relationship with other students and the instructor. In this interactive workshop, Professor Katie Dawson will explore active teaching strategies every educator can use to create more joy and meaning-making in the classroom. Come ready to create, to critically engage, and to connect with your work and with each other.
Speaker:
- Katie Dawson, Drama and Theatre, University of Texas at Austin
Experiential Learning and the Power of Reflection
We like to say that students are responsible for their own learning. Yet one of the most important ingredients in creating memorable learning experiences—and one that is most often missed—is allowing time for reflection. Setting the table for academic and personal growth means making time to guide students through a process of reflection and, above all, leveraging the insights they generate for themselves. Professor Demian Hommel will draw from models of experiential education to highlight opportunities to reflect on powerful moments We like to say that students are responsible for their own learning. Yet one of the most important ingredients in creating memorable learning experiences—and one that is most often missed—is allowing time for reflection. Setting the table for academic and personal growth means making time to guide students through a process of reflection and, above all, leveraging the insights they generate for themselves. Professor Demian Hommel will draw from models of experiential education to highlight opportunities to reflect on powerful moments that can and should be remembered.
Speaker:
- Demian Hommel, Geography, Oregon State University
3 Reasons We Shouldn’t Get ‘Back to Normal’ and 5 Things To Do Instead
Instead of hitting pause or rewinding back to before the pandemic, Professor Lindsay Tan invites us to explore the possibility of going ‘forward to normal.’ In this session, Tan will reveal how she has turned defining moments in pandemic teaching into enduring best practices. Learn why she set aside classroom gimmicks to harness the power of unscripted moments, and how you can use them to re-engage your students, elevate learning, and reduce burnout. You’ll also Instead of hitting pause or rewinding back to before the pandemic, Professor Lindsay Tan invites us to explore the possibility of going ‘forward to normal.’ In this session, Tan will reveal how she has turned defining moments in pandemic teaching into enduring best practices. Learn why she set aside classroom gimmicks to harness the power of unscripted moments, and how you can use them to re-engage your students, elevate learning, and reduce burnout. You’ll also get a look at Tan’s academic playbook and course blueprint with concrete examples you can implement right away.
Speaker:
- Lindsay Tan, Consumer and Design Sciences, Auburn University
The Next Chapter: Interactive Textbooks as Agents of Change
The calls to make learning more inclusive, engaging, and meaningful are growing. With so much for educators to balance, change doesn’t often happen overnight. But can it? In this special panel presentation, three of Top Hat’s most celebrated authors will share how their interactive textbooks are accelerating the shift to student-centered learning in classrooms across North America. Over the course of three high-impact presentations, you’ll learn the innovative approaches these The calls to make learning more inclusive, engaging, and meaningful are growing. With so much for educators to balance, change doesn’t often happen overnight. But can it? In this special panel presentation, three of Top Hat’s most celebrated authors will share how their interactive textbooks are accelerating the shift to student-centered learning in classrooms across North America. Over the course of three high-impact presentations, you’ll learn the innovative approaches these educators have embraced to capture the interests of diverse students, make content more relatable and take the concept of ‘learning by doing’ to exciting new places.
Speakers:
- Meaghan Altman, Psychological Sciences, University of California, Merced. Author of Introduction to Psychology
- Kristina Ruiz-Mesa, Communication Studies, Cal State LA. Co-author of Inclusive Public Speaking
- Irene Foster, Economics, George Washington University. Co-author of Principles of Economics
Teaching with Insight to Support Student Success
Midterms and finals can help identify who’s struggling, but they often come too late to get students back on track. To succeed, students need regular, meaningful and timely feedback. In this presentation, professor and seasoned online instructor Andrea Hendricks will share her tips for designing courses that deliver rich insights into student engagement and performance, including her use of knowledge gauges, auto-graded questions, and open discussions. See how she uses Top Hat to provide timely feedback, and learn practical strategies for ensuring student success in both Midterms and finals can help identify who’s struggling, but they often come too late to get students back on track. To succeed, students need regular, meaningful and timely feedback. In this presentation, professor and seasoned online instructor Andrea Hendricks will share her tips for designing courses that deliver rich insights into student engagement and performance, including her use of knowledge gauges, auto-graded questions, and open discussions. See how she uses Top Hat to provide timely feedback, and learn practical strategies for ensuring student success in both online and in-person courses.
Speaker:
- Andrea Hendricks, Mathematics, Georgia State University Andrea Hendricks, Mathematics, Georgia State University
Realizing the Dream: Classroom Strategies for First-Generation College Student Success
Over 40 percent of students entering college are the first members of their families to do so. Yet first-generation students are less likely to be familiar with classroom strategies that can make them effective learners. In this session, Meaghan Altman will share pedagogical techniques that engage students while teaching them ways to be successful in a large lecture format. Learn how to integrate notetaking demonstrations into your lectures and the value of the ‘quiz you're supposed to fail’ to spur student success. You’ll also see why the ‘group test’ is an Over 40 percent of students entering college are the first members of their families to do so. Yet first-generation students are less likely to be familiar with classroom strategies that can make them effective learners. In this session, Meaghan Altman will share pedagogical techniques that engage students while teaching them ways to be successful in a large lecture format. Learn how to integrate notetaking demonstrations into your lectures and the value of the ‘quiz you're supposed to fail’ to spur student success. You’ll also see why the ‘group test’ is an easy way to capture the benefits of the flipped class—without actually flipping your class.
Speaker:
- Meaghan Altman, Psychological Sciences, University of California, Merced. Author of Introduction to Psychology
Putting It All Together With Intentional Course Design
Great courses are built upon powerful moments–moments of joyful learning, breakthrough insights, immersion and flow reflective of deep engagement. The question is, how can we increase the likelihood of such enduring course experiences happening for more students? In this session we’ll explore the power of intentionally designing a course that exhibits clarity of purpose, fosters a sense of Great courses are built upon powerful moments–moments of joyful learning, breakthrough insights, immersion and flow reflective of deep engagement. The question is, how can we increase the likelihood of such enduring course experiences happening for more students? In this session we’ll explore the power of intentionally designing a course that exhibits clarity of purpose, fosters a sense of belonging, and emphasizes student-centered assessment.
Speaker:
- Brad Cohen, Chief Academic Officer, Top Hat
Welcome Address & Morning Keynote
What’s required to support student-centered transformation? How can we strike the right balance between building on what works and creating the time and space to try new things? In this special keynote presentation, Dr. Bridget Burns will share her first-hand experience enabling sustainable innovation to meet the needs of an increasingly diverse student body. Named one of the ‘16 Most Innovative People in Higher Education’ by Washington Monthly, Dr. Burns will draw on her experience working with the most innovative What’s required to support student-centered transformation? How can we strike the right balance between building on what works and creating the time and space to try new things? In this special keynote presentation, Dr. Bridget Burns will share her first-hand experience enabling sustainable innovation to meet the needs of an increasingly diverse student body. Named one of the ‘16 Most Innovative People in Higher Education’ by Washington Monthly, Dr. Burns will draw on her experience working with the most innovative universities to demonstrate how even small changes can lead to massive transformations.
Speaker:
- Joe Rohrlich, Chief Executive Officer, Top Hat
- Dr. Bridget Burns, Chief Executive Officer, University Innovation Alliance
Setting the Stage for Memorable Classroom Moments
Moments have the power to transform lives—in positive and painful ways. This session will focus on helping you prepare to fully engage in the meaningful moments that are so important for making your courses magical and memorable. Learn strategies for creating a classroom environment that is conducive to exploration and exchange—and how to ensure students come prepared to participate. You’ll also learn instructional heuristics you can use to stay present and create the space to Moments have the power to transform lives—in positive and painful ways. This session will focus on helping you prepare to fully engage in the meaningful moments that are so important for making your courses magical and memorable. Learn strategies for creating a classroom environment that is conducive to exploration and exchange—and how to ensure students come prepared to participate. You’ll also learn instructional heuristics you can use to stay present and create the space to respond and build on spontaneous contributions.
Speaker:
- Kristina Ruiz-Mesa, Communication Studies, Cal State LA
- Melissa Broeckelman-Post, Communication, George Mason University
Welcome Address & Morning Keynote
What’s required to support student-centered transformation? How can we strike the right balance between building on what works and creating the time and space to try new things? In this special keynote presentation, Dr. Bridget Burns will share her first-hand experience enabling sustainable innovation to meet the needs of an increasingly diverse student body. Named one of the ‘16 Most Innovative People in Higher Education’ by Washington Monthly, Dr. Burns will draw on her experience working with the most innovative universities to demonstrate how even small changes can lead to massive transformations.
Speaker:
- Joe Rohrlich, Chief Executive Officer, Top Hat
- Dr. Bridget Burns, CEO of the University Innovation Alliance
Democratic Course Management
Choice and control are fundamental to human wellbeing, but are often absent for students in a traditional academic environment. So what happens when we allow them to choose how they are assessed, control the assignments they take on, and decide how their individual grades are determined? This is the central question Professor John Redden explores in his work on democratic course management—and his findings are surprising! In this session, Professor Redden will cover the methods he uses to give students greater agency over their learning experience in large and small classes. He’ll also discuss how allowing students to play to their strengths has improved engagement, classroom community, and the overall experience, while dramatically reducing DFW rates for his most at-risk learners.
Speaker:
- John Redden, Physiology & Neurobiology, University of Connecticut
Nested Assignments: Equipping, Engaging, and Empowering Distracted Learnerst
Multiple commitments. Unclear expectations. When it comes to assignments, many students feel overwhelmed and unsure how to even begin—especially those in their first year. 'Nested' assignments may just hold the answer to reducing anxiety so students can focus on the task at hand. In this session, Dr. Jeffrey Klausman will discuss how nested assignments empower students to write their own learning narrative by providing the knowledge and structure to help them set their own goals, monitor progress and assess their effectiveness. Learn how nested assignments work and leave with a roadmap for how to create your own.
Speaker:
- Jeffrey Klausman, English Composition & Literature, Whatcom Community College
Scaffolding and Surprising with Top Hat
We crave the familiar. But a little surprise can go a long way in priming students to tackle even the most challenging concepts. According to Professor Beverly Kris Jaeger-Helton, the key to student engagement involves striking the right balance along the ‘expectation’ continuum. In this session, Professor Jaeger-Helton will share how she combines familiarity that is not rote with surprise that does not confuse to capture and sustain student interest. Drawing on engineering and cognitive science, you’ll learn strategies to surprise and delight, and how she uses Top Hat to ensure her students come to class ready for anything.
Speaker:
- Beverly Kris Jaeger-Helton, Engineering, Northeastern University
I Assigned Students 1,000 Homework Problems and Lived to Tell the Tale
Students have too much technology to make the traditional class structure a viable option for learning. They outsource their homework to Google, and class attendance is minimal when students can access course materials from the comfort of home. Yet improving student retention and performance requires consistent engagement and opportunities to practice applying knowledge. In this presentation, Professor Stephanie Dillon will share how she has combined a flipped classroom model and Top Hat + Aktiv Chemistry to improve student retention and test scores by double digits. Learn how she did this without sacrificing any rigor—and why her students love it.
Speaker:
- Stephanie Dillon, Chemistry, Florida State University
Gollum, Goldilocks, and Graduates: Thriving in the 4th Industrial Revolution
We’re in the throes of the fourth industrial revolution—a time marked by unprecedented digitization and automation across economic sectors. A concerning outcome of this revolution is an increase in inequity fueled by greater gaps between low wage/low skill jobs and high wage/high skill jobs. Join Dr. Lourdes Norman-McKay, scientist, professor, author, and government policy advisor, for an exploration of how the academic ecosystem must (and can) evolve to meet the challenges of this societal shift. We’re in the throes of the fourth industrial revolution—a time marked by unprecedented digitization and automation across economic sectors. A concerning outcome of this revolution is an increase in inequity fueled by greater gaps between low wage/low skill jobs and high wage/high skill jobs. Join Dr. Lourdes Norman-McKay, scientist, professor, author, and government policy advisor, for an exploration of how the academic ecosystem must (and can) evolve to meet the challenges of this societal shift.
Speaker:
- Dr. Lourdes Norman-McKay, Ph.D.*, Professor of Biological Sciences, Florida State College at Jacksonville; U.S. National Academies of Science, Engineering, and Medicine Jefferson Science Fellow appointed to the U.S. Department of State
*Dr. Norman-McKay is speaking as a private citizen and is not representing the U.S. Government in this presentation nor in her participation in this conference.
Putting it All Together with Intentional Course Design
Great courses are built upon powerful moments—moments of joyful learning, breakthrough insights, immersion, and flow reflective of deep engagement. The question is, how can we increase the likelihood of such enduring course experiences happening for more students? As we wrap up the day, we’ll explore the power of intentionally designing a course that exhibits clarity of purpose, fosters a sense of belonging, and emphasizes student-centered assessment.
Speaker:
- Dr. Bradley Cohen, Chief Academic Officer, Top Hat
Welcome Address & Morning Keynote
What’s required to support student-centered transformation? How can we strike the right balance between building on what works and creating the time and space to try new things? In this special keynote presentation, Dr. Bridget Burns will share her first-hand experience enabling sustainable innovation to meet the needs of an increasingly diverse student body. Named one of the ‘16 Most Innovative People in Higher Education’ by Washington Monthly, Dr. Burns will draw on her experience working with the most innovative universities to demonstrate how even small changes can lead to massive transformations.
Speakers:
- Joe Rohrlich, Chief Executive Officer, Top Hat
- Dr. Bridget Burns, Chief Executive Officer, University Innovation Alliance
From the Minors to the Big Leagues: Preparing Students for Long-Term Success
Without practice and feedback, students struggle to learn new skills and material, making it harder to hit a home run when assignments inevitably increase in difficulty. To improve outcomes, award-winning professor and baseball enthusiast Daniel Collins focuses on creating early wins in foundational content (‘the Minors’) and using methodical course design to pave the way for success on formal assessments (‘the Big Leagues’). Collins will share his four level approach and the role Aktiv Chemistry plays in allowing students to master core concepts while delivering the feedback they need to knock it out of the park when the stakes are high. Without practice and feedback, students struggle to learn new skills and material, making it harder to hit a home run when assignments inevitably increase in difficulty. To improve outcomes, award-winning professor and baseball enthusiast Daniel Collins focuses on creating early wins in foundational content (‘the Minors’) and using methodical course design to pave the way for success on formal assessments (‘the Big Leagues’). Collins will share his four level approach and the role Aktiv Chemistry plays in allowing students to master core concepts while delivering the feedback they need to knock it out of the park when the stakes are high.
Speaker:
- Dr. Daniel Collins, Chemistry, Texas A&M University
From Passive to Active: Reaching and Re-engaging Students with Top Hat
Professors are reporting that students are more stressed and checked out than ever. In this session, Instructor Antonia S. Ingram-Basby will share how she’s bucking the trend by using Top Hat to connect with and engage her class. Get a behind the scenes look at how she manages her course, creates buzz with interactive questions and discussions, and uses real-time insights to ensure her students feel known and supported. Professors are reporting that students are more stressed and checked out than ever. In this session, Instructor Antonia S. Ingram-Basby will share how she’s bucking the trend by using Top Hat to connect with and engage her class. Get a behind the scenes look at how she manages her course, creates buzz with interactive questions and discussions, and uses real-time insights to ensure her students feel known and supported.
Speaker:
- Antonia S. Ingram-Basby, Geography and Anthropology, Louisiana State University
Dr. Bridget Burns
Chief Executive Officer
University Innovation Alliance
As a trusted advisor to university presidents and policymakers, Dr. Bridget Burns is on a mission to transform the way institutions think about and take action on behalf of low-income, first generation, and students of color. She is the founding CEO of the University Innovation Alliance, a multi-campus laboratory that helps university leaders dramatically accelerate the implementation of scalable solutions to increase the number and diversity of college graduates. Named one of the “16 Most Innovative People in Higher Education” by Washington Monthly magazine, Dr. Burns has helped the UIA campuses increase their low-income graduates by 46%, and increase graduates of color by 85% since 2014. Her work has been highlighted in the New York Times, Fast Company, 60 Minutes, and was featured in the documentary “Unlikely."
Keynote talk on Friday, February 24th 9:00-10:00AM in Audubon Ballroom A
Dr. Lourdes Norman-McKay
Professor, Biological Sciences
Florida State College at Jacksonville
In her nearly two decades as a scientist-educator, Dr. Lourdes Norman-McKay has trained thousands of healthcare professionals and secured extensive federal funding to promote STEM education and empower underrepresented groups in STEM. In addition to authoring globally recognized texts in microbiology with Pearson, Morton Publishing and Top Hat, her considerable STEM program development experience ranges from designing and launching a biomedical sciences baccalaureate program to serving as a curriculum designer and subject matter expert for the Florida Space Research Institute and Workforce Florida. She also serves as a section editor for the American Society for Microbiology's (ASM) Journal of Microbiology and Biology Education. As a speaker for the U.S. Department of State’s International Information Programs, Dr. Norman-McKay served in diplomacy outreach to empower women and youth in STEM, bolster STEM education, and build STEM capacity in Central Asia.
Session on Friday, February 24th 2:30-3:15PM in Audubon Ballroom A
Katie Dawson
Associate Professor, Drama and Theatre
University of Texas at Austin
Katie Dawson uses the arts to increase equity and access in educational contexts. She is an associate professor at The University of Texas in Austin where she co-heads the M.F.A. in Drama and Theatre for Youth and Communities / UTeach Theatre program. Dawson received the Distinguished Book Award (for The Reflexive Teaching Artist: Collective Wisdom from the Drama/Theatre Field), the Creative Drama Award and the Winifred Ward Scholar Award from the American Alliance of Theatre and Education. Her second book Drama-Based Pedagogy: Activating Learning Across the Curriculum was published in 2018. Dawson is a Provost’s Teaching Fellow at UT where she received the 2015 College of Fine Arts Distinguished Teaching Award, the 2018 College of Fine Arts Distinguished Research Award and the 2013 Regents Outstanding Undergraduate Teaching Award.
Session on Friday, February 24th 10:15-11:15AM in Audubon Ballroom A
Joe Rohrlich
Chief Executive Officer
Top Hat
As Top Hat’s CEO, Joe Rohrlich is responsible for leading the company through its next phase of global growth. Prior to joining Top Hat, Rohrlich led a range of customer and go-to-market teams during his 11-year tenure at Bazaarvoice, the market leader in SaaS user-generated content solutions for eCommerce. Under his leadership as Chief Revenue Officer, he drove accelerated international growth of the Sales, Marketing, and Client Success teams across a range of industries and regions. He also served as General Manager of Bazaarvoice EMEA & APAC. Before that, Rohrlich led account management at a Procter & Gamble-owned marketing consultancy, where he developed strategy for iconic brands ranging from Pampers to Iams Eukanuba.
Keynote talk on Friday, February 24th 9:00-10:00AM in Audubon Ballroom A
Bradley Cohen
Chief Academic Officer
Top Hat
As Top Hat’s Chief Academic Officer, Dr. Bradley Cohen provides advocacy and guidance to support Top Hat’s product innovation, publishing, and institutional engagement strategy. Prior to Top Hat, Cohen served as the Chief Strategy and Innovation Officer at Ohio University. Under his leadership, Ohio University made great strides to improve student learning outcomes, save students millions of dollars through textbook and course redesign initiatives, and successfully execute ambitious growth strategies in online and blended learning. Before that, he advanced instructional innovation and technology for 15 years at the University of Minnesota as the head of the Center for Educational Innovation and Associate CIO for Academic Technology.
Keynote talk on Friday, February 24th 3:15-3:45PM in Audubon Ballroom A
Heather Taylor
Director of Product Marketing
Top Hat
As the Director of Product Marketing, Heather Taylor is responsible for leading programs, research and go-to-market strategies to increase the impact of Top Hat across institutions, faculty and students. Prior to joining Top Hat, Taylor was the Manager, Global Product Marketing at Pearson where she was responsible for strategic planning and end-to-end product marketing for the company’s digital solutions for Humanities, Social Sciences and Information Technology. A dedicated team builder and lifelong learner, Taylor is also committed to giving back to her community as a foster parent and court-appointed special advocate (CASA).
Session on Friday, February 24th 11:30-12:00PM in Audubon Ballroom A
Daniel Collins
Instructional Associate Professor, Chemistry
Texas A&M University
Dr. Dan Collins received his PhD in Chemistry from the University of South Carolina in 2012 where he taught as well as at Presbyterian College before joining the Florida State University. In 2015, Dr. Collins moved to Texas A&M University where he teaches Organic Chemistry. Outside the classroom, Dr. Collins is a member of the Texas A&M Faculty Senate and in September of 2022, he was named co-Director of Outreach for the Department of Chemistry. During his time at Texas A&M, Dr. Collins has received several honors, including the Honoring Excellence Award for his impact with first-year students. In 2021, he was named one of four recipients for the Association of Former Students College Level Teaching Award for the College of Science and, in April of 2022, he was one of 10 top educators at Texas A&M to receive the Distinguished Teaching Award.
Session on Friday, February 24th 1:00-1:30PM in Kingfisher
Stephanie Dillon
Director, Chemistry & Biochemistry
Florida State University
Dr. Stephanie R. Dillon is the Director of Freshman Laboratories at Florida State University, a position she has held since 2002. During her tenure, she has rewritten the lab curriculum no fewer than seven times, reflecting her commitment to improving engagement and learning outcomes on behalf of thousands of students each year. Dr. Dillon regularly teaches large lecture courses comprising more than 300 students in both general and biochemistry and moved to a ‘flipped’ classroom model in 2019. Her focus on active learning and continuously improving the materials she provides her students has resulted in dramatic reductions in DFW rates. Dr. Dillon is the author of two nationally published textbooks and holds undergraduate degrees in Biochemistry and Theater, and a PhD in Chemistry from Florida State University.
Session on Friday, February 24th 1:45-2:15PM in Snowy Egret
Beverly Kris Jaeger-Helton
Teaching Professor, Engineering
Northeastern University
Dr. Beverly ‘Kris’ Jaeger-Helton teaches Mechanical and Industrial Engineering at Northeastern University (NU). She is also the Director of Senior Capstone Design in Industrial Engineering where she oversees up to 90 engineering seniors, a dozen faculty members and 20 year-long industry, research, and innovation projects. Her many research interests include human performance engineering, cognitive psychology, training, and education. During her 20 years at NU, Kris has been voted Professor of the Year by students 15 times, and was awarded the All-College Engineering Teaching Award as well the Mentoring Award in the College of Engineering.
Session on Friday, February 24th 1:45-2:15PM in White Ibis
Jeffrey Klausman
Senior Professor, English Composition & Literature
Whatcom Community College
Jeffrey Klausman is Senior Professor of English at Whatcom Community College in Bellingham, Washington, and the author of Composing a College Career, a first-year experience text, and Active Voices: The Language of College and Composition, a first-year writing text, both from Top Hat. His numerous articles and book chapters focus on social justice issues in writing program development, including equity, access, and the impact of labor inequities. He has served as Writing Program Administrator and Writing Across Campus coordinator for Whatcom Community College for much of his career.
Session on Friday, February 24th 1:00-1:30PM in Snow Egret
John Redden
Associate Professor-in-Residence, Physiology & Neurobiology
University of Connecticut
John Redden is an Associate Professor-in-Residence and discipline based educational researcher in the Physiology and Neurobiology department at the University of Connecticut. His research centers on developing inclusive physiology curriculum, assessing student-centered STEM classrooms, and strategies for effective science communication. He teaches courses in Human Anatomy & Physiology and Public Communication of Science. Redden aspires to make life science education more inclusive and is the lead author of the active learning Top Hat textbook Anatomy and Physiology in Context, used at more than 100 colleges and universities throughout the United States.
Session on Friday, February 24th 1:00-1:30PM in White Ibis
Antonia S. Ingram-Basby
Graduate Teaching Assistant
Louisiana State University
Antonia S. Ingram-Basby is a Ph.D. Candidate (ABD) in Cultural Anthropology at Louisiana State University, where she is also an Instructor and Graduate Teaching Assistant III in the Department of Geography and Anthropology. She recently served as the Graduate Assistant for the LSU Rural Life Museum’s Reimaging & Expanding Interpretation project, a collaborative study aimed at and reimagining how the Museum can use contemporary methods to reveal the modern significance of Louisiana’s rural history and culture. Her research focuses on theological and cultural anthropology, African American culture, Black women’s studies, religious identity, urban and rural ethnography, and folklore.
Session on Friday, February 24th 1:45-2:15PM in KingfisherThe Art of the Possible: High-Impact Teaching with Top Hat (Optional)
Join us for a look inside the classrooms of some of North America’s most innovative instructors. Our 2023 Top Hat Educator Award winners will share how they’re tailoring content to create interactive, outcome-driven educational resources. See how they’re knocking down barriers by making learning more affordable. Discover the strategies they use to create engaged and inclusive learning communities. It’s all part of an afternoon of great training and best practice sharing for attendees who are able to arrive a little early!
Speakers:
- Caitlin Shea-Vantine, Top Hat
- Sravanti Kantheti, Lanier Technical College
- Ninetta Papadomichelaki & Lash Keith Vance, University of California, Riverside
Track 1: Top Hat Fundamentals
Join us for a series of interactive workshops, starting with a day in the life of students and professors using Top Hat. Roll up your sleeves and log-in as we explore improving engagement with polls and quizzes and creating your own interactive content. Learn how to integrate low stakes assessments into your lectures to get students applying knowledge and how to leverage Top Hat’s teaching insights to improve course delivery and student success.
Sessions:
- Session 1 - Getting Started with Top Hat
- Session 2 - Engaging Students in Class
- Session 3 - Extending Engagement Outside of Class
Track 2: Optimizing Your Use of Top Hat
This series of workshops is designed to increase your efficiency and student impact with Top Hat. Using Top Hat’s Guide to Intentional Course Design and Five Pillars of Dynamic Courseware as our foundation, we’ll delve into the process of designing (or redesigning) a course in Top Hat. Together, we’ll draw on evidence-based teaching practices, group discussions and hands-on application to create engaging, inclusive learning experiences that ensure all boats rise with the tide.
Sessions:
- Session 1 - Foundations of Intentional Course Design
- Session 2 - Improving Course Delivery with Teaching Insights
- Session 3 - Inclusive, Dynamic Learning with Interactive Content
Teaching with Top Hat Workshop (Optional)
Whether you're a seasoned pro, or just getting started, these hands-on workshops will help you combine evidence-based teaching practices and the power of Top Hat to deliver personalized, meaningful and engaging learning in your course. Roll up your sleeves, log in and learn how to make class time more interactive with discussions, polls and quizzes. Practice creating your own custom learning resources. Explore a variety of time-saving assessment options and learn how to better leverage our teaching insights to improve course delivery and student outcomes.
Speakers:
- Top Hat Instructional Design Team
Opening Cocktail Reception
Connect with your peers over drinks, food, and live music as we kick off the official start of the Top Hat Engage San Diego conference.
Welcome Address & Morning Keynote: Teaching in the Age of AI
Faced with a new disruptive technology, we often fail to examine the deep ethical and pedagogical questions early enough in order to use these innovations to shape the future for the better. In this keynote presentation, Jesse Stommel, author of An Urgency of Teachers, will challenge us to engage with AI from a place of curiosity and critical thinking, rather than suspicion of students. Most importantly, Stommel will explore how we can embrace this moment to make learning more engaging, relevant and human for all.
Speakers:
- Joe Rohrlich, Chief Executive Officer, Top Hat
- Jesse Stommel, Author and Teaching Faculty, University of Denver
From Surviving to Thriving: Creating Communities of Care
Change is a constant and often difficult companion—exciting on the one hand, and potentially overwhelming on the other. The question is, how can we support students to push through the obstacles that change presents? For acclaimed educator and creativity consultant Katie Dawson, promoting resilience, understanding and an ethic of care is not simply a balm in uncertain times—it’s the foundation for academic success. In this workshop, we’ll investigate instructional techniques to empower students to not only adapt to change, but thrive in an evolving world. Come ready to engage, reflect and, yes, paint, as we immerse in the transformative power of care in our classrooms!
Speaker:
- Katie Dawson, Drama and Theatre, University of Texas at Austin
What's New with Top Hat
Join us to see how our latest features are improving the student experience through advanced study tools and peer-to-peer collaboration. Get a first-hand look at how we’re closing achievement gaps in STEM with new solutions designed to improve Math proficiency. Mobile enhancements, greater interactivity and flexible, affordable content options for students are all part of helping you deliver personalized, equitable and engaging learning in your course.
Speakers:
- Clare Castro, Senior Product Marketing Manager, Top Hat
- Alison Rodal, Group Product Manager, Top Hat
Birds of a Feather Luncheon
Get to know your peers and share your teaching journey with instructors in your discipline.
I Assigned Students 1,000 Homework Problems and Lived to Tell the Tale
Students have too much technology to make the traditional class structure a viable option for learning. They outsource their homework to Google, and class attendance is minimal when students can access course materials from the comfort of home. Yet improving student retention and performance requires consistent engagement and opportunities to practice applying knowledge. In this presentation, Professor Stephanie Dillon will share how she has combined a flipped classroom model and Top Hat + Aktiv Chemistry to improve student retention and test scores by double digits. Learn how she did this without sacrificing any rigor—and why her students love it.
Speaker:
- Dr. Stephanie Dillon, Chemistry, Florida State University
Using Evidence-Based Teaching to Cultivate Community
When students need help with coursework, we imagine them turning to Google or ChatGPT. Yet research suggests most students still prefer to seek support from peers and instructors, underscoring the vital role community plays in academic success (Tyson Partners, 2023). What’s more, students who say their instructors use evidence-based teaching practices report increased positive outcomes, including feelings of belonging and confidence in their ability to succeed. In this session, we’ll explore how you can combine the power of Top Hat with proven teaching strategies that embrace shared experience, collaboration and interaction to cultivate a greater sense of community in your classroom.
Speakers:
- Dr. Bradley Cohen, Chief Academic Officer, Top Hat
- Dr. Demian Hommel, Earth, Ocean and Atmospheric Sciences, Oregon State University
Blended, Hybrid & Hyflex: Finding the Right Balance
New course offerings have surged to meet demand for more flexible learning options. Yet online, blended and hyflex courses often suffer from high attrition rates due to students feeling disconnected, isolated, and confused about what’s expected. In this presentation, Dr. Moghaddam and Dr. Phirangee will share how to address these challenges by enhancing the impact of course content, student interactions and instructor presence. With an emphasis on teaching and learning with technology, they will discuss how instructors can use specific Top Hat features to make the learning experience more meaningful and accessible, build community, and create learning ‘flow’ for students.
Speakers:
- Dr. Safieh Moghaddam, Assistant Professor, Linguistics, University of Toronto
- Dr. Krystle Phirangee, Senior Educational Developer, University of Toronto
Enhancing Safety and Learning through the Power of Story
Walking onto a college campus or into a large lecture hall can be intimidating for anyone, but this is especially true for historically underserved and low-income students. How can we let them—and everyone—know they are safe and that they belong? Enter the power of story. By connecting with stories of others like them, historically marginalized students will see their own position as valid and be ready to receive the curricular and pedagogical innovations we offer. In this presentation, Dr. Klausman will look at the power of story and how to leverage Top Hat to create a safe environment for all.
Speaker:
- Dr. Jeffrey Klausman, English Composition and Literature, Whatcom Community College
From Passive to Active: Reaching and Re-engaging Students with Top Hat
Professors are reporting that students are more stressed and checked out than ever. In this session, instructor Antonia S. Ingram-Basby will share how she’s bucking the trend by using Top Hat to connect with and engage her class. Get a behind-the-scenes look at how she manages her course, creates buzz with interactive questions and discussions, and uses real-time insights to ensure her students feel known and supported.
Speaker:
- Antonia S. Ingram-Basby, Geography and Anthropology, Louisiana State University
From Mandatory to Memorable: A Course Redesign Journey
Getting students to connect with course material is challenging at the best of times. It can be harder still when a class is mandatory. But creating opportunities for students to relate their own goals and aspirations to the content—and gamifying and incentivizing participation—can make all the difference. In this session, Dr. McEachern will share her journey to make the learning process more accessible, equitable and appealing for all students. Learn how she uses her interactive Top Hat text to drive accountability, fuel student-to-student interaction, and give other instructors the flexibility to teach in a way they feel is most impactful.
Speaker:
- Dr. Amber McEachern, Kinesiology Program Coordinator, East Carolina University
Transforming Assessment to Motivate and Engage Students
If there was ever a moment to improve the equity and impact of our teaching, that moment is now. In this special workshop, acclaimed educator and author José Antonio Bowen will examine the skills and content that will matter most in the age of AI. He’ll delve into the role and value of human thinking, and how we will discern ‘quality’ in our respective fields. With an eye toward the tangible, attendees will learn techniques to transform assignments and assessments to motivate and engage students by placing greater emphasis on the process and experience of learning.
Speaker:
- José Antonio Bowen, Award-Winning Educator and Author
Where Learning Belongs
While there is plenty to give us pause, these uncertain times also offer an invitation to reflect on the human experience. Learning, after all, has always been both a social and deeply personal experience. The desire for belonging, significance and to understand our world, ourselves and each other is fundamental to a meaningful education. As we wrap up the day, we’ll explore why, in the face of change, the instructor’s role is more important than ever.
Speaker:
- Dr. Bradley Cohen, Chief Academic Officer, Top Hat
Closing Cocktail Reception
Join your peers and the Top Hat team as we enjoy time for refreshments, connecting and reflecting on the day.
Structure Matters
As professors Viji Sathy and Kelly Hogan suggest, more structure works better for most students, since it won't harm those who don't actually need it! Here are some ways we can use structure to create a more inclusive learning environment.
- Don't make your course design a mystery: Regularly communicate the learning objectives, how you've structured your lessons, and how you will assess students.
- Ask yourself, “Who may be left out as a result of the discussion?” Give them a few minutes to capture their thoughts in writing before responding or use a discussion tool that allows students to respond anonymously.
- Group work and collaborative learning: Avoid students being left out by assigning groups and creating roles within the group so everyone has a purpose.
- Intersperse learning activities: Incorporating different activities like writing, discussions, quizzes, and problem solving activities ensures students are able to play to their strengths as they apply learning.
- Make learning accessible: Accessibility should be a guiding principle in course design. A great place to start is with Universal Design for Learning.
Making Assessments Equitable
The Center for Educational Innovation at the University of Minnesota offers a few simple things we can do to make learning more equitable.
- Use different types of assessments
- Provide reasonable accommodations and deadline expectations
- Use clear language to communicate what you expect of students
- Provide different options for students to demonstrate their learning
- Get input from a peer to ensure clarity of instruction and identify potential biases
Transparency
Clarity is important in ensuring students are confident about the purpose behind each assessment and how to prepare efficiently.
- What must students be able to do on the assessment? This helps students prepare efficiently and in alignment with the learning objectives you've set.
- How does the assessment support their learning? Connect the assessment to progress within the course and how it will benefit their academic journey and success outside of school.
- How should they complete the assessment? Make a point of discussing the format, timing, and any logistical considerations.
Jesse Stommel
Teaching Faculty,
Writing Program
University of Denver
Jesse Stommel, PhD, is an award-winning educator, filmmaker, and the co-founder of the Digital Pedagogy Lab. He has also authored and co-authored several acclaimed books, including An Urgency of Teachers, Disrupting the Digital Humanities, and Critical Digital Pedagogy. As a lifelong student of educational technology and innovative teaching practices, Stommel is an ardent champion for inclusive pedagogy and promoting accessibility, agency and alternative assessments to transform the learning experience for thousands of students. Stommel experiments relentlessly with learning interfaces, both digital and analog, and his research focuses on higher education pedagogy, critical digital pedagogy, and assessment. He is currently a faculty member in the Writing Program at the University of Denver.
Attend Jesse Stommel's Keynote talk on Friday, October 27th 9:00-10:00AM
Katie Dawson
Associate Professor,
Drama and Theatre
University of Texas at Austin
Katie Dawson uses the arts to increase equity and access in educational contexts. She is an associate professor at The University of Texas at Austin where she co-heads the M.F.A. in Drama and Theatre for Youth and Communities / UTeach Theatre program. Dawson received the Distinguished Book Award (for The Reflexive Teaching Artist: Collective Wisdom from the Drama/Theatre Field), the Creative Drama Award and the Winifred Ward Scholar Award from the American Alliance of Theatre and Education. Her second book Drama-Based Pedagogy: Activating Learning Across the Curriculum was published in 2018. Dawson is a Provost’s Teaching Fellow at UT where she received the 2015 College of Fine Arts Distinguished Teaching Award, the 2018 College of Fine Arts Distinguished Research Award and the 2013 Regents Outstanding Undergraduate Teaching Award.
Attend Katie Dawson's Keynote talk on Friday, October 27th 10:15-11:15AM
José Antonio Bowen
Award-Winning Educator,
Author, and Consultant
José Antonio Bowen has spent more than 40 years leading change and innovation at Stanford, Georgetown and the University of Southampton. An educator and best-selling author of Teaching Change and Teaching Naked, Bowen consults with both higher education and Fortune 500 companies on innovation, leadership, pedagogy and diversity and inclusion. A pioneer in classroom design and technology, Bowen has written more than 100 scholarly articles and his work has been featured in the New York Times, the Wall Street Journal, PBS, NPR and more.
Attend José Antonio Bowen's Keynote talk on Friday, October 27th 2:30-3:30PM
Bradley Cohen
Chief Academic Officer
Top Hat
As Top Hat’s Chief Academic Officer, Dr. Bradley Cohen provides advocacy and guidance to support Top Hat’s product innovation, publishing, and institutional engagement strategy. Prior to Top Hat, Cohen served as the Chief Strategy and Innovation Officer at Ohio University. Under his leadership, Ohio University made great strides to improve student learning outcomes, save students millions of dollars through textbook and course redesign initiatives, and successfully execute ambitious growth strategies in online and blended modalities. Before that, he advanced instructional innovation and technology for 15 years at the University of Minnesota as the head of the Center for Educational Innovation and Associate CIO for Academic Technology.
Attend Bradley Cohen's Keynote talk on Friday, October 27th 1:00-1:30PM and 3:30-4:00PM
Joe Rohrlich
Chief Executive Officer
Top Hat
As Top Hat’s CEO, Joe Rohrlich is responsible for leading the company through its next phase of global growth. Prior to joining Top Hat, Rohrlich led a range of customer and go-to-market teams during his 11-year tenure at Bazaarvoice, the market leader in SaaS user-generated content solutions for eCommerce. Under his leadership as Chief Revenue Officer, he drove accelerated international growth of the Sales, Marketing, and Client Success teams across a range of industries and regions. He also served as General Manager of Bazaarvoice EMEA & APAC. Before that, Rohrlich led account management at a Procter & Gamble-owned marketing consultancy, where he developed strategy for iconic brands ranging from Pampers to Iams Eukanuba.
Attend Joe Rohrlich's Keynote talk on Friday, October 27th 9:00-10:00AM
Antonia S. Ingram-Basby
Graduate Teaching Assistant
Louisiana State University
Antonia S. Ingram-Basby is a PhD Candidate (ABD) in Cultural Anthropology at Louisiana State University, where she is also an Instructor and Graduate Teaching Assistant III in the Department of Geography and Anthropology. She recently served as the Graduate Assistant for the LSU Rural Life Museum’s Reimaging & Expanding Interpretation project, a collaborative study aimed at reimagining how the Museum can use contemporary methods to reveal the modern significance of Louisiana’s rural history and culture. Her research focuses on theological and cultural anthropology, African American culture, Black women’s studies, religious identity, urban and rural ethnography, and folklore.
Attend Antonia S. Ingram-Basby's Breakout session on Friday, October 27th 1:45-2:15PM
Stephanie Dillon
Director,
Chemistry & Biochemistry
Florida State University
Dr. Stephanie R. Dillon is the Director of Freshman Laboratories at Florida State University, a position she has held since 2002. During her tenure, she has rewritten the lab curriculum no fewer than seven times, reflecting her commitment to improving engagement and learning outcomes on behalf of thousands of students each year. Dr. Dillon regularly teaches large lecture courses comprising more than 300 students in both general and biochemistry and moved to a ‘flipped’ classroom model in 2019. Dr. Dillon is the author of two nationally published textbooks and holds undergraduate degrees in Biochemistry and Theatre, and a PhD in Chemistry from Florida State University.
Attend Stephanie Dillon's Breakout session on Friday, October 27th 1:00-1:30PM
Jeffrey Klausman
Senior Professor,
English Composition & Literature
Whatcom Community College
Jeffrey Klausman is Senior Professor of English at Whatcom Community College in Bellingham, Washington, and the author of Composing a College Career, a first-year experience text, and Active Voices: The Language of College and Composition, a first-year writing text, both from Top Hat. His numerous articles and book chapters focus on social justice issues in writing program development, including equity, access, and the impact of labor inequities. He has served as Writing Program Administrator and Writing Across Campus coordinator for Whatcom Community College for much of his career.
Attend Jeffrey Klausman's Breakout session on Friday, October 27th 1:45-2:15PM
Lash Keith Vance
Director of Computer-Assisted Instruction
University of California, Riverside
Dr. Lash Keith Vance has been teaching composition courses at UC Riverside since 1996. He has conducted numerous professional development workshops for K-16 teachers in the Southern California region, and has been the Director of Computer-Assisted Instruction for the UCR Writing Program since 2004. In addition to a Masters and PhD in English, he completed a Masters in Education and a Masters of Science in Instructional Design and Technology. He has co-authored a national composition textbook entitled, A Reader's Guide to Writing. His articles have appeared in California English, The Quint, Rendezvous, Educational Computing Research, Journal of Education and Learning, and Write It. He published a book of poetry in 2023 entitled, Journeys Through My Eclipse.
Attend Lash Keith Vance's Breakout session on Thursday, October 26th 2:30-3:30PM
Ninetta Papadomichelaki
Director of Academic Outreach
University of California, Riverside
Ninetta Papadomichelaki, J.D., LL.M., M.Ed., is currently the Director of Academic Outreach for the Inland Area Writing Project, which she served as Managing Director for ten years (2009-2019). An affiliate of the National Writing Project and California Writing Project, the IAWP is a university-based, grant-funded, teacher-based organization, dedicated to supporting K-16 educators to become better writers and teachers of writing across disciplines. During her tenure as instructor for the University Writing Program at UC Riverside, she has taught undergraduate composition courses and courses that satisfy the Entry Level Writing Requirement (ELWR) since 2002. She recently co-authored A Reader’s Guide to Writing, a national textbook.
Attend Ninetta Papadomichelaki's Breakout session on Thursday, October 26th 2:30-3:30PM
Caitlin Shea-Vantine
Senior Client Training Specialist
Top Hat
Prior to joining Top Hat as a Senior Client Training Specialist, Caitlin Shea-Vantine served as the Biology Lab Supervisor at Florida Atlantic University where she oversaw most of the Biology undergraduate labs on the Boca Raton campus and managed the graduate teaching assistants. Shea-Vantine has a passion for inclusion and connecting students to resources and science. She earned her Masters at Florida Atlantic University and taught Anatomy and Physiology labs during her graduate career. She tributes her success to her willingness to improve, her adaptability and having a positive mindset.
Attend Caitlin Shea-Vantine's Breakout session on Thursday, October 26th 2:30-3:30PM
Sravanti Kantheti
Program Director,
Anatomy and Physiology
Lanier Technical College
Dr. Sravanti Kantheti is a distinguished college professor and program director at Lanier Technical College, where she spearheads the Anatomy and Physiology department. Concurrently, she serves as an esteemed adjunct biology professor at Georgia State University, bringing her expertise to the next generation of aspiring students. Dr. Kantheti is known for her passion for teaching and unwavering commitment to her students' success. Beyond academia, she indulges in her hobbies of wine tasting, showcasing her musical talent on the piano, and immersing herself in captivating cinematic experiences.
Attend Sravanti Kantheti's Breakout session on Thursday, October 26th 2:30-3:30PM
Demian Hommel
Senior Instructor,
Earth, Ocean and Atmospheric Sciences
Oregon State University
Demian Hommel teaches a range of introductory and upper-division human geography courses in the College of Earth, Ocean, and Atmospheric Sciences at Oregon State University. He specializes in engaging and inclusive pedagogy and believes that learning about our planet, and the people who live on it, should generate curiosity, empathy, and awe. He is also a fellow for the institution’s Center for Teaching and Learning, working to push the mission of excellence in teaching and learning across his campus and beyond.
Attend Demian Hommel's Breakout session on Friday, October 27th 1:00-1:30PM
Amber McEachern
Program Director,
Lifetime Physical Activity and Fitness Program
East Carolina University
Dr. Amber McEachern serves as the Program Director for the Lifetime Physical Activity & Fitness Program and Instructor for the Department of Kinesiology at East Carolina University in Greenville, North Carolina. Her areas of focus and research have centered on leadership diversity within sports management and developing and redesigning fitness education courses to promote increased student engagement and interaction. As an instructor, she is inspired to find creative and effective ways to educate, motivate and relate to her students in order to contribute to their overall success, well-being, and development, both mentally and physically.
Attend Amber McEachern's Breakout session on Friday, October 27th 1:45-2:15PM
Safieh Moghaddam
Assistant Professor,
Linguistics
University of Toronto
Dr. Safieh Moghaddam is an Assistant Professor of Linguistics, Teaching Stream in the Department of Language Studies, as well as Associate Chair, Linguistics and Languages at the University of Toronto Scarborough Campus. She teaches Introduction to Linguistics, Syntax, English Grammar, Morphology, Sociolinguistics, Language Diversity and Language Universals. Her research focuses on the syntax and morphology of endangered languages, teaching and learning strategies, online learning, hybrid learning, and the structure of online courses. She is a native speaker of Persian and has expertise in several languages including French, Turkish, Arabic, Sorani Kurdish, Dari, Pashto, and Davani.
Attend Safieh Moghaddam's Breakout session on Friday, October 27th 1:00-1:30PM
Krystle Phirangee
Senior Educational Developer
University of Toronto
Dr. Krystle Phirangee is a Senior Educational Developer - Lead, Assessment and Digital Learning for the Centre for Teaching and Learning and Lecturer for the Ontario Institute for Studies in Education (OISE) at the University of Toronto. She has Bachelor of Arts Honors in Sociology, a Bachelor of Education, and a Master of Education in Educational Technology from York University. Dr. Phirangee also has a PhD in Educational Technology from the Department of Curriculum, Teaching, and Learning at OISE, which focused on inclusive pedagogy and online learning. She has successfully published her research in various journals and currently reviews for several scholarly journals.
Attend Krystle Phirangee's Breakout session on Friday, October 27th 1:00-1:30PM