Modality: P (In Person)
The Faculty Center holds monthly professional development events during the semester. These events offer two or more concurrent sessions in each of three time slots, much like a mini-conference. They are held in person only, with remote options only available when the entire event is held online.
Each Teaching and Learning Day is announced several weeks before the event, and participants sign up to reserve a spot; participation is capped at 75. This event is for full-time faculty only, and we provide lunch in the form of pizza, salad, and subs. Since participation is limited, we ask that faculty only sign up if they can attend at least two sessions.
We do not record these sessions since we prioritize the networking and sharing elements of the face-to-face experience. You are always welcome to contact presenters to see if they would be willing to share materials with you separately.
Spring Dates
Tuesday, March 3, 2026
Thursday, April 2, 2026
Registration for March’s Teaching and Learning Day is now open. Below is the schedule:
Session One: 9:00 – 10:00 a.m.
The Belonging Check-In: Spotting Early Warning Signs and Taking Action – Liz Giltner, Faculty Center, CB-1, Room 205
Week 5-6 is when disengagement hardens into patterns—students who went quiet in week 3 have now disappeared entirely, midterm grades reveal who’s given up, and drop deadlines force the question of whether it’s too late to pull them back. In this hands-on workshop, you’ll learn to recognize the difference between students who need academic support versus those who’ve lost their sense of belonging, read mid-semester warning signs across different class sizes and modalities, and build a toolkit of strategic interventions that meet students where they are right now. Whether you teach 15 students or 300+, in person or online, you’ll leave with concrete strategies to reconnect students who’ve mentally checked out, create accountability structures that feel supportive rather than punitive, and design peer support systems that persist when individual motivation fails.
Evidence-Based Teaching Strategies to Improve Student Learning – Eric Main, Faculty Center, CB-1, Room 202
We will examine summaries from two of the largest meta-studies to-date that have been conducted on teaching effectiveness: John Hattie’s (2023) “Visible Learning” and Scott Freeman’s (2014) “Active Learning Increases Student Performance in Science, Engineering, and Mathematics.” Attendees will leave with updated principles to improve their teaching practices.
Break: 10 – 10:10 a.m.
Session Two: 10:10 -11:10 a.m.
Rethinking Faculty Service as Pedagogical Practice – Keri Watson, Florida Prison Education Project, CB-1, Room 205
In this workshop, I’ll share how I intentionally involve students in community-engaged service through the Florida Prison Education Project (FPEP) and the Florida Coalition for Higher Education in Prison (FCHEP), two initiatives that expand access to college for incarcerated and system-impacted learners. Participants will learn practical strategies for mentoring undergraduates and graduates as partners in curriculum development, research, advocacy, and program coordination, deepening their teaching and civic learning in the process. Drawing on real examples from student-led projects, collaborations, and reflections, we’ll explore how service can become a meaningful pedagogical practice across disciplines.
Beyond the Final Product: Thinking Through the Process with Guided Reflection for Deeper Assignment Engagement – Anastasia Bojanowski, Faculty Center, CB-1, Room 202
This interactive workshop introduces a structured reflective writing technique that helps students engage more deeply with assignments by responding to guided prompts at key stages of their work. Participants will learn how to design targeted questions that encourage students to plan effectively, monitor their progress, identify challenges, and learn from their process. The approach can be used both as a pre-assignment planning tool to help students anticipate obstacles and notice overlooked details, and as a post-assignment reflection to examine successes, challenges, and insights they can share with peers. This technique supports metacognitive development and helps students become more self-regulated learners across all disciplines.
Break: 11:10 – 11:20 a.m.
Session Three: 11:20 a.m. – 12:20 p.m.
Teaching with Joy: Designing Courses that Sustain Faculty and Energize Students – Laurie Uttich, Faculty Center, CB-1, Room 205
Burnout is real. But so is joy. This interactive workshop invites faculty to rethink “rigor,” examine the hidden practices that drain energy, and redesign one element of their course through a joy-centered lens. Participants will leave with practical strategies to increase student agency, protect their own well-being, and restore vitality to their teaching without lowering standards.
Making Group Work “Work”: Evidence‑Informed Strategies to Foster Collaboration in Learning – Jackie Towson, Communication Sciences and Disorders, CB-1, Room 202
In this interactive session we explore evidence‑informed strategies for designing group work that promotes collaboration rather than task‑splitting. Participants will take away practical approaches to strengthen both in-class group activities that promote active learning as well as adaptable ideas for larger group projects. These adaptable strategies promote group engagement across disciplines.
Lunch: 12:20 – 1 p.m.
Sub sandwiches, pizza, salad, chips, drinks, and snacks will be served in the Faculty Center, CB-1, Room 207.
Participation is capped at 75. To reserve your space, please register here.