Industry and Campus Presentations

If you purchased a package that includes an opportunity to present at this year’s event, please review the following to best prepare. Everyone who secured a presentation was sent a communication connecting them with our speaker liaison, Sarah Reynolds. Please continue to work with Sarah on development of and any questions you may have regarding your session.

What is an Industry and Campus Presentation?

Industry and Campus Presentations are 45-minute presentations that must be educational in nature and conducted in partnership with at least one presenter from a higher education institution or a non-sales subject matter expert. If interested, you may have a small, diverse panel-type session with up to four presenters max.

Conference Theme and Program Tracks

This year's conference theme is, "A Moment to Breathe: Reflect and Gear Up for What's Next". Program tracks include:

Rapid shifts in course modality and delivery have led to more instructors using a wider array of tools than ever before.

  • As the dust settles from that intense period of change, what tools have demonstrated staying power, and how are instructors and students using those tools in unique, creative ways?
  • What tools don’t exist that could fill gaps exposed by the pandemic?
  • What low-tech or no tech tools are being used creatively to address the digital divide?
  • How have instructional practices, students’ mindsets, and students’ learning outcomes changed as a result of developments in the educational technology landscape?

Sessions in this track will address all matters surrounding educational technologies, their use in various instructional contexts, and their impacts on faculty members and their students.

Faculty members are being asked to change practices, adapt to rapidly shifting circumstances, and be more flexible than ever.

  • Do some emergency teaching skills need to be unlearned, or can pandemic teaching skills be leveraged for greater positive student impact?
  • What are the most effective approaches to support faculty who need to regularly shift modalities?
  • What new faculty development structures were put in place in recent years?
  • How can we learn from the successes and failures of recent development efforts to envision new paradigms in faculty support?

Sessions in this track will reflect on lessons learned in the faculty development space and envision how institutions might adapt their support practices to develop resilience and agility in uncertain times, with an eye toward what might have lasting potential.

Online and hybrid learning are becoming more mainstream. Issues of equity and social justice require us to think differently about instruction and assessment.

  • What does humanizing the digital learning environment look like when considering students from all backgrounds?
  • What are ways to creatively incorporate formative assessment and timely, meaningful feedback?
  • What alternate assessment options—beyond the multiple-choice test—are available for large-scale classes?
  • What does “modern” hybrid instruction look like, in terms of course design and designing flexible learning spaces?

Sessions in this track will focus on innovative, equity-minded, evidence-based design and instructional practices—in all spaces, whether digital or classroom.

The concept of "classroom" has changed considerably in the past two years. Active and inclusive learning pedagogies are just as important, but the space in which they are designed and facilitated might look very different.

  • What does an equal access learning environment mean in a hybrid model?
  • What new accessibility considerations have emerged?
  • How can Universal Design for Learning be applied across learning modalities?

This track will cover challenges and innovations in the brick-and-mortar and digital learning balancing act.

Campuses are increasingly leveraging data from multiple sources to inform decisions about teaching and learning practices and technology use.

  • What are the critical questions we must address for data-empowered educational practices? What insights can be gleaned, and how can we be sure to use this information ethically?
  • How can data analytics be used to support and align course design and pedagogical improvements across all modalities of instruction?
  • What new metrics for student success are emerging that take into account the whole student?
  • What new privacy considerations should be taken into account as we have access to many more sources of data than ever before?

This track highlights how data can be used effectively for improvements in pedagogical design, maximizing student success, and for supporting communities of learners who have traditionally been marginalized.

With the pandemic, many of us have been thrust into leadership roles, and multiple leadership styles have emerged. Many others may have been expected to influence transformative change without a new title or formal leadership role. From focusing on awareness and emotional intelligence to collaboration to an emphasis on agile and flexible leadership, many of these people-centric approaches are achieving success.

  • How are leaders specifically applying these approaches in their experiences?
  • How can you apply these leadership styles to your work within your institution?
  • In what ways has your institution evolved to support the culture, workforce, and technology changes necessary for digital transformation (Dx)?

This track will showcase leadership practices and provide insightful ideas through the stories of other leaders in the higher education teaching and learning community.

Presenter Resources

For additional information about your role as a presenter, how to promote your session, and answers to other frequently asked questions, stay tuned for the Presenter Resources page on the conference site.

Quick Tip: Be sure to provide your Twitter handle and other social media channels in your presentation materials, so attendees can connect with you after the event. Check your channels periodically to help answer questions and participate in discussions.