The Focus on Teaching and Technology Conference offers an ensemble of keynote addresses, faculty innovations during concurrent sessions, technology workshops, and vendor exhibits. The conference program has evolved over the years to reflect emerging trends in technology applications in higher education and shared expertise in online teaching experiences and strategies.
Special institutional rates are available to universities and colleges sponsoring the conference. The discount codes below apply only toward the Friday registration fee ($100). Note: You must register with your email from the sponsoring institution below to use the code. Only one discount may be applied.
Retrieve discounted coupon code from your campus's designated contact listed below:
Gold Level Sponsoring Institutions:
Free admission Thursday workshops not included ($25 each)
POLICY: A university that has invested in our conference to become a sponsoring university will be sent a coupon code. Faculty from a sponsoring university can register with their university email and with their university's coupon code, and their registration will be discounted. Faculty from a sponsoring university who register without including their university's coupon code, or without a valid email address from that university, will be required to pay full price for their registration.
The main event. 30+ sessions on Friday plus the option to attend Thursday's hands-on workshops.
Thursday workshops: $25 each
Friday conference: $100
Note: If using a coupon code, it will be input on the final page of the checkout.
Register (above), then
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Important! If you registered for the conference in a years past, you already have an account in the registration system. You will not be allowed to create another account with the same information. Please contact Ann Larsen
via email or by phone at: (314) 516-6775.
If you are using a coupon code, please use your institutional email address (ex. @umsl.edu).
Add the Friday Conference to your Cart.
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You will receive confirmation message(s) with your selections. As the conference date approaches, you will receive reminder emails about your selections from FTTC Participant Concierge, Janet Roberts (Maryville U.).
Problems registering? Contact Ann Larsen
via email or by phone at: (314) 516-6775.
Sponsors, We Want You! - Due October 1
Conference sponsorship is available for both institutional partners (colleges and universities) or vendors. Complete the form below to join the all-stars, pictured above.
We are accepting nominees for a Teaching With Technology Award for an instructor who has used technology in innovative and effective ways in classroom or online teaching. You can find out more and submit a nomination below. The deadline has been extended through October 15.
Please read the criteria carefully to ensure that you submit all necessary sections.
Two awards will be given in the following categories:
Traditional – These are classes that meet face to face. They may contain blended or flipped components, but they have established meeting times that occur in a physical classroom.
Online – These are classes that take place online. They don’t have established meeting times, nor do they meet in a physical classroom.
The two awards will be given to the recipients who best demonstrate pedagogically sound and innovative uses for educational technology in their teaching.
The nominee must be a higher education instructor and a registered attendee of the conference.
Nominations can be made online using the link below. Each nominees must provide examples of how s/he:
Creates and implements useful and creative ways to incorporate technology into online or face-to-face classroom design and instruction.
Demonstrates an innovative approach to teaching within their content area through the use of technology (including but not limited to: English, science, math, community service, group work, etc.)
Provides and maintains an engaging student learning environment through active learning, interaction (student to student, student to instructor and student to content) and technology integration.
Demonstrates the technology used supports specific student learning outcomes.
Brings a new technology to the institution (new technology, new research, etc), uses technology in a new way, or is innovative in some other way in support of student learning.
Scope of Award
For the purpose of this award, the term “innovation” will be loosely defined by the nominees. “Technology” can be anything from computer-based learning devices, software, classroom design, to other devices that aid teaching and learning. “Instruction" or "Teaching” is defined as teaching in undergraduate and graduate courses in higher education.
A subcommittee member will notify the nominee of their nomination so that they may prepare a poster for display on Conference Day 2 (Friday). Posters should be hung up Friday morning by 7:30am.
The purpose of the poster is to share the nominee’s innovative idea. Posters should be 24 inches x 36 inches. Poster hanging material will be provided.
Deadline for nominations is October 15, 2015 by end of business day. Award selection will be made by FTTC planning subcommittee members. Awards will be presented at lunch on the Friday of the conference.
2014 FTTC Teaching with Technology Award Winner
Dr. Todd Zakrajsek
Biography: Dr. Todd Zakrajsek is an Associate Professor in the School of Medicine and the Department of Family Medicine at UNC-Chapel Hill. Todd is the immediate past Executive Director of the Center for Faculty Excellence at University of North Carolina at Chapel Hill. Prior to his work at UNC, he was the Inaugural Director of the Faculty Center for Innovative Teaching at Central Michigan University and the founding Director of the Center for Teaching and Learning at Southern Oregon University, where he also taught in the psychology department as a tenured associate professor. Todd currently directs two Lilly Conferences on College and University Teaching and Learning, one annually in Traverse City, Michigan, and the other in Bethesda, Maryland. Todd also sits on two educationally related boards: ERI for Lenovo Computer and TEI for Microsoft. Dr. Zakrajsek received his Ph.D. in Industrial/Organizational Psychology from Ohio University. He has published and presented widely on the topic of student learning, including workshops and conference keynote addresses in 42 states and 6 countries.
E. Desmond Lee Technology and Learning Center, Marillac Hall | Map
Title and Description | denotes STEM-related sessions.
MOREnet Boeing Room | TLC, Marillac Ste. 100
Powerful Collaboration With Google Apps Hundreds of K-12 school districts in the state of Missouri (and beyond) have switched to Google Apps for Education and use it as their sole delivery method for teacher and student content. This session will bring you up to speed on how your future students are using these tools to create, organize and collaborate on projects and assignments. Be ready for the coming wave of Google Apps users headed your way in this hands on demonstration of creating and sharing, the Google way.
Job-Ready: Authentic Projects That Are Worth Sharing When is the last time you took a test at work? Or answered a multiple choice question? Never (or maybe once every 5 years if you're an accountant or lawyer). The truth is that often education does not model the real world. Come learn how to move your assessments from multiple choice to something worth sharing during an interview.
& Scott Armstead,
Monsanto Bio-Lab Room | TLC, Marillac Ste. 100
Constructing Fair and User-Friendly Course Materials As you create materials for blended, hybrid or online courses, learn to design a course for all of your students whether they need special accommodations or need to access materials in their own digital environment. Learn to leverage the tools you already know (Word, PowerPoint and Adobe Acrobat) to create accessible and universally usable content. Follow our proven blueprint for creating materials and assessments that work for everyone.
& Andrew Dawkins,
Leveraging Teaching Technologies: Opening Doors for Deeper Student Engagement During this presentation, participants will explore the SAMR model and the use of technology to transform instruction. Strategies will be shared to raise the level of student engagement and to improve student achievement. A variety of “apps” will be shared.
McKendree U. Boeing Room | TLC, Marillac Ste. 100
From the Green Flag to the Checkered Flag: Planning for Productive Pedagogy “Timing is Everything!” This high-energy, fast paced workshop will focus on how professors should plan face-to-face, blended, or online classes. Specifically, it is important to think about how to start, build momentum, break-down big assignments, and end strong in all classes, but especially in online courses. Various theories, technology tools, and strategies will be discussed. “I learned that we can do anything, but we can't do everything... at least not at the same time. So think of your priorities not in terms of what activities you do, but when you do them. Timing is everything.”--Dan Millman
& Jayanthi Sriram,
Sigma-Aldrich Room | TLC, Marillac Ste. 100
Stem Instruction: Helping Students Learn How to Learn Complex Concepts The simple fact is that most of our students don't know how to learn. They don't know how, because no one ever taught them how. In this workshop we will talk about some ways to help your students learn how to learn, and we'll do some hands-on exercises to demonstrate how they work. Examples will be shared from STEM disciplines, though these strategies work across the curriculum.
Using Rich Internet Applications to Improve Language Learning Learn how to use Rich Internet Applications (RIAs) to create content for flipped classrooms or project based learning in language courses. In this workshop, the presenter demonstrates five RIA tools and provides hands-on practice through a variety of short tasks. Participants will gain ideas for creating content for all four language skills (listening, reading, writing, and speaking).
Does it have to be a paper? Creative Alternatives to Share Research If you would like to think creatively about assignments that go beyond traditional exams or research papers, join us to design assignments that might more accurately reflect the kind of thinking and problem-solving you want your students to engage in. Learn easy technologies that help students develop more ways to share and communicate their work and demonstrate learning in a variety of media formats. We'll feature Google Sites, Piktochart, Videoscribe, Zaption, and MadMagz.
4:00 - 5:30 p.m. | Central States Blackboard Users Group Meeting | Boeing Room (TLC) Blackboard users from Missouri and surrounding states meet to discuss issues related to Blackboard Learn and other LMS concerns. Light refreshments will be provided.
Title and Description | denotes STEM-related sessions.
JCP Hawthorne Room
Classroom Design Users Group -Innovative Learning Spaces for the 1:1 Environment
-Using the Swivl Robot for Presentation Capture in Hybrid Learning Environments
-Using Theories of Language Learning Motivation to Redesign a Language Lab
-Designing Classrooms to Influence Behavior (Lessons from our Construction Project)
Pearson JCP Summit
Session title coming soon. Session description coming soon.
Fontbonne U. JCP 92
Forward Reflection: Using VLOGs in Experiential Learning Experiences Reflective practices are important when students are engaged in hands-on learning such as practicums, service-learning or other experiential experiences. With students becoming more and more technologically savvy how can we incorporate technology to help students to reflect? This presentation explores a research study that used VLOGS for preservice teacher candidates to reflect during a practicum experience.
& Ryan Browning,
STLCOP JCP 63
Academic Integrity and IT in Higher Education Technology and IT have increased the amount and diversity of student learning opportunities in higher education. Any advancement in technology is not without risk; this session is a point-counterpoint session detailing the advantages and disadvantages of IT when it comes to discouraging academic dishonesty.
Janet Roberts, Facilitator
Maryville U. JCP 202
iPad Superheroes: Teaching in a Digital World Faculty members at Maryville University have taken on a new job title: that of an iPad Superhero! For this panel presentation, we have invited four faculty participating in Maryville University’s Digital World iPad initiative to speak about their experiences using iPads in the classroom. We’ve asked them to identify one assignment in which they incorporated the use of the iPad into their teaching. We will explore each of the apps that were used, including Explain Everything, Inspiration, Blogger, and ArtStudio; how the initiative promoted digital literacy; and how we used the iPad as a meaningful learning tool.
McKendree U. JCP 204
Tools for Teaching Students to Write Well in the Digital Age Do your students struggle with planning, drafting, and revising their writing? Help them get on the "write" track with free, web-based tools that can help them throughout their writing process. We'll introduce and demonstrate a number of tools and help you see how to apply them to writing in any discipline.
UMSL JCP 402
Teaching International Students: Strategies to Understand and Overcome Cultural and Language Differences International students add diversity and expertise to our campus, yet some instructors are puzzled about ways to handle language and cultural differences that interfere with learning and grades. The presenter will discuss background information on traditional classroom roles and expectations in other cultures and will inform the audience of available campus and online resources. Then she will explain common errors in writing and speaking assignments and offer strategies for communicating with international students and evaluating their assignments.
UCM JCP 403
Overcoming Obstacles: Building Bridges through Library Instruction Students continue to encounter obstacles when looking for academic information. Through the general education program, students should acquire the ability to recognize an informational need, identify resources that would fill that need, effectively locate it and use it to fill that need. Embedding library assignments in a wider range of activities can strengthen their information management skills while building on content expertise of the course. Through participating in this workshop, participants will develop worksheets for adapting these principles into their individual courses.
Session title coming soon Session description coming soon.
Andy Goodman, UMSL
& Estelia Young, Canvas by Instructure
Canvas by Instructure Presentation Description TBD
& Debbie Mann,
SIUE JCP 92
Open Educational Resources and iPads as Textbook Alternatives and Supplements Three professors from Southern Illinois University in Edwardsville discuss their efforts to introduce open educational resources across campus in a pilot program involving 20 different courses in a variety of fields. Professors will share their experiences with these freely available resources. They will discuss the implementation of this pilot project using iPads in the classroom, and benefits and issues that arose will be presented in a mostly open discussion format.
Maryville U. JCP 63
Bringing Ambient Awareness into the Classroom Students like to know the answers. But what happens when we want them to question? What happens when students must find their own answers? Rather than beginning in-class discussions by learning what students think, we can use what social media theorists refer to as “ambient awareness” to start at a more advanced and interesting stage—not to check answers or to alleviate student confusion, but rather to cultivate it for pedagogical purposes.
McKendree U. JCP 202
Utilizing Case Studies as an Active and Collaborative Learning Technique to Develop Critical Thinking Skills Active learning techniques are critical to student success. One form of active learning is collaboration where students develop and enhance skills such as decision making, analysis, leadership, and teamwork. This presentation examines the benefits of using case studies as a key and essential collaboration tool. Furthermore, it outlines the process for developing case studies and suggests assessment tools to determine their effectiveness.
Enhancing Learning with Targeted Technology: Examples from the Language Classroom In order to meet the needs of today’s language students, introductory-level language courses at the University of Missouri – Saint Louis are currently offered in three delivery formats: face-to-face flipped, hybrid, and online. UMSL Languages faculty share how the integration and strategic use of online tools fosters active and independent learning, affords time for activities encouraging cultural awareness, and creates opportunities for greater interaction and communication both in and out of the classroom. Faculty in French, Japanese, and Spanish will showcase activities and assessments using tools such as BlackBoard Polls, Kaltura, EduCanon, VoiceThread, and Blackboard Collaborate Web Conferencing, that may be easily adapted to other disciplines.
& David Taylor,
STLCC JCP 402
STLCC Student Engagement Panel (Three 15-minute presentations)
1. Structured Discussion Forums and Student Engagement in Online Teaching
This presentation will demonstrate how we can structure a discussion forum in literature and composition courses through the use of three strategies: 1) Create specific questions that encourages critical thinking and writing. 2) Design both teacher to student as well as student to student feedback and 3) Have students formulate and post discussion board questions to each other.
2. Rewindable Writing Feedback: Engaging Students during the Writing Process
Investing students in the writing process centers on providing formative feedback in a timely manner. Screencasting and web conferencing are two adaptable, time-saving teaching technologies almost any writing-intensive discipline may use in face-to-face, online, and hybrid learning environments. Come learn more about the beauty of “rewindable education” and how students may revisit digitized writing feedback throughout the course of a semester.
3.“Digitalizing” the College Classroom: Engaging Students and Assessing Learning
Technology allows students multiple and varied opportunities to demonstrate knowledge and understanding of course content. This session explores the ways in which instructors can leverage digital tools to not only engage students but also assess their learning.
Using Social Annotations to Develop Students' Close Reading Skills Are you looking for a way to help your students develop stronger close reading strategies and the ability to use textual support in class discussions and written work? Social annotation allows a group to collaboratively annotate and discuss a text asynchronously online and can be used in classes to help students learn important close reading, annotation, and discussion skills. This session will explain what social annotation is and how it can be used in the classroom and will give you the opportunity to try out and set up a social annotation tool for your classes.
and Dana McClane & Jennifer Becker,
Teaching Intro Chemistry through Personalized Learning Paths In a demassified society, technology provides a customized and supportive learning path for students and can make a substantial difference in success rates. This is a story of one such effort in teaching Intro Chem at UM-St. Louis.
10:20-10:40 a.m. | Mid-Morning Break: Meet with vendors while enjoying a refreshment break. | JCP Lobby
& Kimberly Allen
Coffee or Tea? How to Build a Community of Inquiry Using a Virtual Café to Measure Social Presence and Mindfulness of STEM Students Building a Community of Inquiry (COI) with your students starts with making intentional connections with students as early as at New Student Orientation. The Triton Virtual Café is a social media platform that was developed in a nursing school to build community, promote mindfulness, and break down potential barriers to success. The virtual café offers an interactive bridge in which to sustain a connection with and students prior to and after Orientation. For special student populations, small groups can be created to fit specific needs.
& Erin Solomon
Catalysts for Active Learning in the Classroom Washington University in St. Louis, with support from a 3-year grant from the Association of American Universities (AAU), is seeking to assess the effectiveness for incorporating active-learning strategies into introductory undergraduate STEM courses such as biology, physics, engineering, and psychology. One key project centers on how faculty effectively incorporate the use of clickers in their STEM courses. With appropriate planning and effective use, clickers can quickly stimulate student engagement with the course material and efficiently test conceptual understanding in a large classroom setting. In this session, we would like to share how faculty, relatively new to the use of this technology, were supported in implementing clickers and what lessons were learned for how faculty can better incorporate this technology in their classrooms.
Andy Goodman, Moderator,
Effective Teaching: Tips from Award-Winning Instructors Panelists include award winning teachers from Fontbonne, Lindenwood, Maryville, McKendree, S&T, SIUE, St. Louis College of Pharmacy, and St. Louis Community College.
Consider steps and strategies toward designing a student-centered course and leave with syllabi messages to prepare students for these experiences, ideas for assessments that guide students to disciplinary thinking, example learner-centered rubrics, options for peer review activities, and collaborative exercises.
Making Students' Thinking Visible: Thinking Routines for In-Class and On-Line Encouraging critical reflection through Discussion Board is just a "click away!" Learning how to write Discussion Board prompts that require text-based reflections will enhance both your instruction and your students' understandings.
& Amy Skyles,
Encourage Enrollment by Promoting Your Course Have you ever planned to teach a course only to find out that there weren’t enough students enrolled to make the class? Or have you had several students drop a course because it wasn’t what they thought it was when they registered? Instructional designers will share three ways they have found will increase enrollments and clarify student expectations in your courses.
Shared Session, McKendree U.
Designing Online Management Courses: Lessons Learned (10:40 – 11:05)
Sinan Onal, Southern Illinois University Edwardsville
This work describes experiences and outcomes from two online management courses for senior industrial engineering students at Southern Illinois University, Edwardsville. I will share the results of the student surveys that were conducted to understand the students’ experiences what worked and did not work in these courses. Student responses will be used to improve these courses while creating a more accurate of who online students are and what their expectations are in online courses.
BYOT: Integrating personal technology into the classroom (11:05 – 11:30)
Christaan Eayrs, Amber Schmisseur, and Keith Oliver, St. Louis Community College
Utilizing technology that is accessible and familiar to students provides the opportunity for greater engagement, but also a deeper understanding of theory and concepts. Presenters will share ideas from communication, mass communication, and theatre courses to incorporate technology into assignments and activities.
Session title coming soon Session description coming soon.
11:30 a.m.-12:15 p.m. | Lunch with Teaching Award Nominees | JCP Summit
12:30-2:00 p.m. | Keynote
Session information coming soon.
Keynote Workshop2:15-4:05 p.m.
Session information coming soon.
Kelli D. Whittington
& Richelle Rennegarbe,
McKendree U. JCP 92
Virtual Me: Developing Your Presence in an Online Classroom This session will focus on techniques used in the online environment to enhance engagement by stepping out from behind the podium into the virtual world. Development of an online presence and consistently utilizing that presence within the classroom results in increased interactions, student engagement and decreased student anxiety related to the online learning environment.
& Monica Swindle,
Techniques for Supporting Student Success in the Online Environment Join this interactive panel discussion of successful strategies used in the online environment. Panelists will share how and why they use online tools within and outside of Blackboard to promote student learning. Attendees will have the opportunity to share a glimpse into their own online course.
& Amanda Drake
This is a Remix: Traditional Skills Using 21st Century Technologies Through remixes of traditional writing and critical thinking skills and assignments with today’s technologies and medias, we will discuss and model assignments that use Facebook, Prezi, ThingLink, Blackboard wikis, and Google sheets. We encourage those who are interested in learning more about how to engage twenty-first century learners to be a part of our discussion.
Thinking Outside the Screen: Innovative Ways to Engage Online Learners This session will challenge participants to think outside of the box when it comes to engaging online learners, promoting learning, and building community online. We will discuss how we have used innovative online strategies, tools and tactics in the development and teaching of online public speaking courses. Some of the strategies, tools and tactics covered are: online icebreakers, memes, contests, word clouds, digital scavenger hunts, weekly instructor video updates, infographics, letters to their future selves, pair chats, Twitter hashtags, Pinterest humor, etc... These strategies, tools and tactics will help create a learning community and allow students to feel more connected to the content, the instructor and to each other.
Blended and Hybrid Learning Shared Session
Motivate Students in Labs and Classrooms through Blended Learning (2:15 – 2:40)
Shayna Burchett and Klaus Woelk , Missouri University of Science and Technology
Jack Lee Hayes, State Fair Community College
This session will be a guided conversation about improving student success through intrinsic motivation. Participants are encouraged to bring their current obstacles and success stories to discuss solutions with peers.
Successes, Challenges, Lessons Learned: Teaching with Technology and the Hybrid Classroom (2:40 – 3:05)
Theresa Odun-Ayo and Tayo Obafemi-Ajay, Missouri University of Science and Technology
This session will provide insight to successes, challenges and lessons learned with the use of technology and hybrid classroom instruction technique in teaching Electrical Engineering courses. Participants will leave with a better understanding of how to incorporate the tools and methods presented to enhance their instructional delivery in the technologically enabled classroom.
Student Performance between Partial Flip and Full Flip Active learning strategies help engage students in learning. Flipping the classroom at least partially helps make more time to engage students in active learning.
Classroom Design Users Group Tour of UMSL Learning Spaces
Being Flexible: Listening to Your Students about What Works How do we find the right balance between teacher and student control in the learning process with the teacher as facilitator and the student as active participant? What decisions can we ask of/leave to the students? I would like to relate my experiences from a cross-cultural service-learning course and hear about your experiences with asking students to be present and active in their own learning experience.
& Mason Rekittke,
UMSL JCP 63
Creating an Online Professional Development Experience: Learning by Doing Online courses are common at the university level, but many public school teachers have not had the opportunity to create an online class. This session describes a graduate class where the students (public school teachers) created an online course for use in professional development - and the lessons learned during the creative process.
& Tyann Cherry,
Finding a Middle Ground: a Video-Enhanced Alternative for Face-to-Face Students As Marshall McLuhan wrote, "The medium is the message." As Webster University seeks a middle ground between fully online and face-to-face courses in a new synchronous, webinar-based model, we find ourselves challenging the fundamentals: How does content delivery differ via video? How can instructors manage a video classroom and engage students? Can we make the experience seamless enough that the participants primarily focus on the course, and not the medium? In this presentation, we will share our experiences and welcome input from the audience.
& David Collum,
Missouri Baptist U. JCP 402
Virtual Labs in a Flipped Laboratory Setting: Enhancing Student Learning This presentation and discussion is based on incorporating virtual labs into the classroom as a pre-lab assignment and a potential flipped classroom tool. Virtual labs are capable of furthering students understanding of topics covered in the classroom and laboratory settings.
SIUE JCP 403
Are You Seeing Zombies? Do your faculty complain about zombies in their classroom? As Instructional Designers we are continually looking for new ways to engage students and flip classrooms. In this workshop, we demo 5 of the top sites and apps for education in 2014. These include Plickers, Zeemaps, Office Mix, Poll Everywhere, and Kahoot.it. Learn how to incorporate these interactive experiences into learning activities. Bring your own device to join in the fun!
UMSL JCP 404
All Aboard! Building Pathways for Online Non-Majors to Connect in Specialized Courses Come discover innovative course design features and successful instructional strategies for promoting a high level of online student engagement--even among non-majors--in specialized courses.
4:15 p.m. | Closing Remarks & Door Prizes in Summit Lounge (Must Be Present to Win!)
Tip: Parking can be limited on Fridays, but there are designated conference parking spaces in the West Parking Garage.
UMSL South Campus
E. Desmond Lee Technology and Learning Center
Conference attendees can get a special rate at two area hotels, the Drury Inn-Airport and the Moonrise Hotel, both within a ten-minute drive or Metrolink ride of the UMSL campus. The special rate is available from Nov. 12-14 at both hotels.
Drury Inn and Suites - Airport
10490 Natural Bridge Rd St Louis, MO 63134