faculty support

Session 1-A: Timeless Teaching, Modern Challenges: Ensuring Learning in an AI World

Abstract:

“How do we know students are earning the degrees we confer?”
That deceptively simple question has never felt more urgent. In an age where AI can complete essays, solve equations, and simulate real-world tasks, how do we ensure students are actually doing the work and learning from it?

This session tackles that challenge head-on with practical, classroom-tested strategies to promote authentic learning in the AI era. We will begin by focusing on in-person exams, why they still matter, how to scaffold them effectively, and how to support student confidence and preparation without turning to surveillance. Then we will turn our attention to upgrading out-of-class projects and performance tasks, exploring how purpose-driven design, process grading, and uniquely human thinking can discourage AI misuse and drive meaningful student effort.

Educators from every discipline will leave with practical, ready-to-use ideas for designing assessments that verify real learning, foster student engagement, and uphold the timeless value of authentic work in an AI-driven world.

Dr. Jeremy Rentz (Trine University)
 

Session 1-B: Harnessing AI to Reveal Weaknesses in Course Design: An Algorithmic Stress Test for Curricular Improvement

Abstract:

The integration of generative Artificial Intelligence offers faculty a unique opportunity to enhance teaching and learning. This interactive presentation focuses on a novel application: utilizing AI to objectively and rapidly identify structural, pedagogical, and logical weaknesses within existing course blueprints.

Using established course design frameworks such as backward design or constructive alignment, we will demonstrate how to create adversarial design review prompts that compel a large language model to critically evaluate syllabi, assignment sequences, and assessment strategies against criteria such as clarity, equity, and cognitive load. The goal is to examine the course as a whole, challenging assumptions and exposing potential areas of student confusion or misalignment.

Attendees will leave with a practical, discipline-agnostic methodology for employing AI as a critical peer reviewer, resulting in more robust, student-centered, and defensible course designs applicable across disciplines and modalities.

Jay Johns (Purdue Fort Wayne)

Session 1-C: From Panic to Plan: Turning ADA Anxiety into Actionable Strategies for Success

Abstract:

Beginning April 2026, ADA Title II will require all digital course content to be accessible from the moment it is published. While these rules directly impact public institutions, private colleges and universities should also be working toward compliance to ensure equitable access and minimize future risk.

This session provides practical strategies to make accessibility work manageable and effective. We will begin with a brief overview of what the new requirements mean for faculty-created content, followed by an interactive “Is it ADA-compliant?” polling challenge highlighting common issues such as missing alt text, poor color contrast, and inaccessible documents.

Participants will then explore tools that simplify accessibility checks and fixes, including Microsoft Accessibility Checker, LMS tools, and free browser-based resources. By the end of the session, attendees will leave with a practical checklist, tool recommendations, and confidence to make course content compliant and inclusive.

Melissa Bray (Manchester University)

Session 1-D: From Entertainment to Academic Inquiry

Abstract:

This interactive presentation asks how we meet students where they are and how we leverage their existing knowledge to increase student engagement in learning. Using the literary genre studies courses Crime and Fiction and The Evolution of Romance as case studies, presenters will demonstrate how student interest can be transformed into academic inquiry.

In these courses, curriculum and activities are designed to take students’ popular understanding of a topic and scaffold it into academic study. Because these courses originate from student interest, prior knowledge becomes the foundation for deeper learning and engagement.

Participants from a variety of disciplines will have the opportunity to brainstorm how they might build courses from students’ prior knowledge. The session provides practical strategies, reflection space, guiding questions, and research on student engagement applicable across disciplines.

Dr. Janelle Pulczinski (Trine University)
Dr. Jeanette Goddard (Trine University)
 

Session 1-E: Integrating Perusall and Video Discussions to Deepen Learning and Engagement in Online Courses

Abstract:

This session explores two instructional strategies that significantly improved online student engagement. The first is the use of video posts in online discussion boards, which students report creates a stronger sense of connection with instructors and peers while supporting more authentic responses to course material.

The second strategy is the use of Perusall to engage students in meaningful discussion of course readings. Students appreciate the ability to participate in real-time annotation and to introduce written or video content that deepens discussion in asynchronous courses.

Instructors have found these methods effective at the associate, bachelor’s, master’s, and doctoral levels.

Dr. Aaron Wilkingson (University of Saint Francis)
Diana Ross (University of Saint Francis)
Dr. Nathalie Rouamba (University of Saint Francis)

Session 1-F: Using the Classics to Engage Students in General Education – Roundtable Session

Abstract:

Teaching the classics allows students to engage with foundational texts that shaped civilization and its institutions. Through these works, students gain insight into enduring values such as equality, freedom, and human rights while developing skills that serve them beyond short-term trends.

This roundtable will explore both the benefits and challenges of introducing classical texts into contemporary college settings. Panelists will discuss pedagogical strategies that make the classics accessible and relevant to students from diverse backgrounds and abilities.

Dr. Carrie Duke (University of Saint Francis)
Dr. Lewis Pearson (University of Saint Francis)
 

Session 1-G: Why Bother? An Office Hours Discussion – Roundtable Session

Abstract:

This roundtable continues the conversation on faculty office hours by examining how instructor beliefs, messaging, and practices shape student perceptions and usage. While underuse of office hours is well documented, this session focuses on practical strategies faculty can implement to bridge the gap between intention and student engagement.

Facilitated discussion will explore how current practices align or conflict with stated goals, alongside informal student feedback on why they choose to attend or avoid office hours. The emphasis is on actionable reflection rather than theory.

Michael Smith (Trine University)
 

Session 2-A: Artificial Intelligence Implications for College Teaching and Lesson Planning

Abstract:

Artificial intelligence offers college professors unprecedented efficiency by reducing time spent on routine planning, drafting, and content creation. This session explores how to reinvest that reclaimed time into high-impact teaching practices, including redesigning curriculum, strengthening student relationships, and elevating instruction beyond foundational tasks.

Faculty will examine how AI can help shift courses toward higher levels of Bloom’s Taxonomy, supporting analysis, creation, and problem-solving rather than passive information delivery. The session emphasizes transforming traditional sit-and-get models into collaborative, inquiry-based learning environments rooted in 21st-century skills and the 4Cs: critical thinking, creativity, communication, and collaboration.

Through practical examples and professor-tested strategies, participants will learn how to integrate AI as a partner in instructional design while reimagining the role of the college classroom. The focus is not on replacing teaching, but on freeing educators to do more of what matters most: engaging students, deepening learning, and fostering meaningful academic experiences.

Dr. Abigail Dutcher (University of Saint Francis)
Dr. Kelly Eckel (Trine University)
 

Session 2-B: Behind the Curtain: Capture Student Attention through AI-Assisted Game Design

Abstract:

In an era where educators compete daily with digital distractions, this session invites participants to step behind the curtain to explore how generative AI can assist in the development of engaging learning materials. Participants will play an original game designed with AI assistance and examine the iterative design process that capitalizes on instructor creativity, disciplinary expertise, and technology.

Attendees will see how generative AI supports rapid idea generation, adaptive feedback loops, and reflective prompts while aligning games and simulations with course content and objectives. Examples include original games, fused games that pair familiar structures with course material, and simulations or case studies designed to deepen understanding and application.

Participants will leave equipped with practical strategies and imaginative design ideas for creating, refining, and personalizing games and activities that capture and sustain student attention.

Dr. Heather St. Peters (Indiana Tech)
 

Session 2-C: Beyond the Live Sessions: Utilizing Asynchronous Debriefing for Online Materials

Abstract:

Timely feedback plays a critical role in supporting student success in online and distance learning. This session highlights lessons learned from a pharmacy skills course that implemented asynchronous debriefings in both video and written formats.

In one semester, feedback was released to the entire cohort after assignment due dates. In the following semester, students received feedback immediately upon individual submission. A key concern was whether immediate feedback might be shared with students who had not yet submitted their work.

Survey findings will be discussed to explore student preferences, access patterns, and perceptions of academic integrity. Attendees will gain insight into how feedback timing influences motivation and participation, how design choices shape debriefing effectiveness, and whether immediate feedback is perceived to increase academic dishonesty.

Dr. Riley Eichenauer (Manchester University)
Dr. Samantha Champion (Manchester University)
Dr. Kierstan Hanson (Manchester University)
 

Session 2-D: Cultivating Calm in Crisis: De-escalation Techniques for Real-World Situations

Abstract:

This session focuses on identifying signs of anxiety and defensive behaviors in others and responding in supportive and effective ways. Participants will reflect on their own emotional responses during high-stress interactions and learn strategies for separating personal emotions from the situation at hand.

The session will also address proactive approaches that may prevent crisis situations from occurring or escalating. Finally, participants will explore strategies for rebuilding relationships and re-establishing trust following a crisis.

Chelsea Superczynski (Trine University)
 

Session 2-E: Building a Growth Mindset via Writing and Continuous Revision

Abstract:

Continuous revision policies provide meaningful benefits to students, including increased confidence and greater awareness of their development as writers over the course of a semester. Such policies foster a growth mindset by encouraging students to view intelligence as malleable and challenges as opportunities for learning.

This presentation is based on a semester-long observation of two sections of a basic writing course at a regional campus of a midsize university. While the study focuses on basic writing, the revision policy can be adapted across disciplines that include written components.

The session will also address strategies for structuring continuous revision policies in ways that support student growth while minimizing additional workload for instructors.

Dr. A.J. Rivera (Indiana University Fort Wayne)
 

Session 2-F: Making Alternative Grading Work for Your Students and for You – Roundtable Session

Abstract:

Traditional grading schemes can be opaque, stressful, imprecise, and demotivating for both students and instructors. When implemented thoughtfully, alternative grading approaches offer greater transparency, clearer learning goals, and reduced stress.

Facilitators will introduce the Four Pillars of Alternative Grading: clearly defined standards, helpful feedback, marks that indicate progress, and reassessment without penalty. They will also share examples from their own courses.

The roundtable discussion will explore motivation without traditional grades, course contexts suited for alternative grading, successes and challenges encountered, and advice for instructors considering these approaches.

Dr. Kathy Davis (Manchester University)
Dr. Kyle Watson (Manchester University)
Dr. Kelsey-Jo Kessie (Manchester University)
 

Session 3-A: Building Interactive Classroom Tools for Any Course with ChatGPT

Abstract:

This session introduces the idea of vibe coding, using natural conversation with ChatGPT to create interactive classroom tools without any programming background. Instead of writing code, instructors describe the purpose or vibe of an activity, and ChatGPT generates fully functional Google Apps Script–based web tools using simple HTML and script files within minutes.

This approach applies across disciplines, from engineering and business to the humanities. The session highlights successful examples, including design project selectors, concept evaluation tools, and peer evaluation applications that promote collaboration and engagement.

A live demonstration will show how a new tool can be created on the spot based on an audience request, illustrating how easily ideas can be transformed into customized, interactive classroom applications. Participants will leave with practical strategies and confidence to use ChatGPT to design their own teaching tools.

Dr. Gurudutt Chandrashekar (Trine University)
 

Session 3-B: Learning Needs a Witness

Abstract:

You remember the teacher who believed in you before you believed in yourself. The mentor who noticed when you were struggling, not with content but with belonging. The guide who sat with you in confusion without rushing to fix it. They did not just deliver information; they witnessed your becoming.

This interactive session reclaims the irreplaceable work of human educators in an age of algorithmic optimization. Drawing on Maslow’s hierarchy and learning science research, participants will explore what it means to be a witness to learning: creating psychological safety, communicating belief that shapes identity, sustaining presence through struggle, and recognizing growth as part of a larger story.

Through case studies and collaborative reflection, participants will distinguish between feedback and validation, personalization and being known, and teaching content versus forming learning identities. While AI can tutor and assess, learning requires something it cannot provide: a human who sees you, believes in you, and refuses to let you disappear.

Dr. Michelle Blank (Goshen College)
 

Session 3-C: From Lecture to Learning: Developing and Evaluating a Student-Centered Curriculum

Abstract:

This presentation describes the design, implementation, and evaluation of a student-centered curriculum within a newly developed Doctor of Occupational Therapy program. Grounded in constructivist and active learning theories and supported by faculty development workshops, the initiative replaced traditional lecture-based instruction with evidence-based methods.

Five instructional approaches were trialed, including flipped learning, peer teaching, case-based learning, and project-based learning. The process included structured professional development, iterative faculty reflection, and action research to evaluate both faculty engagement and student response.

Early findings suggest increased faculty confidence in implementing student-centered strategies and higher levels of student engagement. The session will address implementation challenges, lessons learned, barriers and solutions, and strategies for integrating continuous evaluation and data collection to support ongoing improvement.

Dr. Beth O'Rourke (Trine University)
Dr. Brenda Prosser (Trine University)