TEACHx 2025: Full Schedule

2:45pm CDT

Learner-Centered Syllabi: Conversation with an Assistant Professor of Instruction

Wednesday May 21, 2025 2:45pm - 3:30pm CDT

One way to develop a more learner-centered atmosphere, where the students' needs are the focus of instruction, is by using a more learner-centered syllabus. Such syllabi should reflect the instructor's evolving understanding of and commitment to their students as they learn in a social and ever-changing world. This interactive presentation will promote the conference themes of Accessibility, Inclusive Teaching, and Universal Design for Learning by showcasing the characteristics of a learner-centered syllabus as well as the ways in which the instructor of a Black Feminist Though-informed, global health course has modified their course policies and assignments to address the needs of their students. The Northwestern Principles of Inclusive Teaching (2021) and Cullen and Harris™ (2009) framework for assessing learner-centeredness through course syllabi will be used to identify the ways in which the instructor's course has changed between Fall 2021 and Winter 2024. The features of this interactive presentation will include observing a dialogue between an educational developer and instructor as well as a mind mapping activity about constructing "knowledge-sharing"™ assignments. Discussion topics include: mental health days, grading grace periods, flextime, accountability days, allyship, and artificial intelligence.

Speakers

Veronica Womack

Associate Director of Inclusive Learning Communities, Searle Center for Advancing Learning and Teaching

I love to talk about inclusive teaching, social justice, and mindfulness!

Charlayne Mitchell

Assistant Professor of Instruction, Weinberg College of Arts & Sciences

Wednesday May 21, 2025 2:45pm - 3:30pm CDT
Northwestern Room A

Interactive Presentation

Subject Graduate Instructor Track

2:45pm CDT

The Metacognitive Feedback Loop

Wednesday May 21, 2025 2:45pm - 3:30pm CDT

Big Ten Room

Student success tends to be measured through assessment and grades. In this interactive presentation, we'll focus on how we can promote student success by providing students with metacognitive feedback. Metacognition plays a key part for learning and growth urging us to consider how our feedback can help both us and our students think about their learning process and success in the course. During our time together, you will learn about the value of encouraging metacognitive reflection for students, explore strategies and strengths of various feedback practices, and reflect on how your feedback impacts student learning. We will also practice composing metacognitive feedback and discuss practical ways of implementing it in your own classrooms.

Speakers

Jennifer Torres

Graduate student, University of Illinois Chicago

Wednesday May 21, 2025 2:45pm - 3:30pm CDT
Big Ten Room

Interactive Presentation

Subject Graduate Instructor Track

8:30am CDT

Achieving Balance as a Grad TA Through Small, Consistent Steps

Thursday May 22, 2025 8:30am - 9:15am CDT

Northwestern Room

It's difficult to know where to funnel your energy when someone or something is constantly demanding your attention- especially as grad TA's. How do we set ourselves up for success? How do we accomplish what we need to do and do it exceptionally well? How can we be masters of time? In this talk, I will share real tools that you can take with you to downsize your stress, organize your day, and determine what your priorities and boundaries are.

Speakers

Ashley Rasmussen

Graduate student, University of Illinois at Chicago

Thursday May 22, 2025 8:30am - 9:15am CDT
Northwestern Room

Interactive Presentation

Subject Graduate Instructor Track

8:30am CDT

GEST: A Card Game to Reinforce Music Theory Terminology

Thursday May 22, 2025 8:30am - 9:15am CDT

Arch Room

During the spring 2024 quarter, a PhD candidate and music theory professor teamed up to conduct a teaching experiment across four sections of 2nd year music theory (including two sections taught by graduate students). The question: Could a card game improve students' retention and recall of music theory terminology definitions? This digital poster will describe the terminology card game, present the process and results of our teaching experiment, and outline plans for future modification/implementation.

Speakers

Jaz Thomasian

PhD Candidate, Bienen School of Music

Thursday May 22, 2025 8:30am - 9:15am CDT
Arch Room

Interactive Presentation

Subject Graduate Instructor Track

TEACHx 2025

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