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Thursday, May 14
 

8:15am CDT

Thursday Registration
Thursday May 14, 2026 8:15am - 2:30pm CDT
Louis Lobby
Stop by the Registration Desk to check-in to TEACHx and claim your name badge. 
Thursday May 14, 2026 8:15am - 2:30pm CDT
Louis Lobby

8:30am CDT

Chatting with Alberto: Using an AI Chatbot in a Beginner Spanish Course
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
As AI reshapes the technological landscape, students across all disciplines need opportunities to build 21st‑century skills, including AI literacy. Foreign language courses, which already foster communicative and intercultural competence, are uniquely positioned to support these skills. This poster explores whether AI‑mediated language practice can simultaneously strengthen students’ linguistic abilities and their understanding of AI tools.
 
This session presents an activity from a beginner‑level Spanish course in which students interacted with an AI chatbot configured to act as a conversational partner named Alberto. Using a carefully designed prompt, students engaged in exchanging personal information, preferences, and emotional states while practicing targeted vocabulary and grammatical structures. The chatbot provided metalinguistic feedback, highlighted errors, encouraged self‑repair, and offered explanations and new vocabulary as needed.
 
The poster also reports findings from a mixed‑methods study examining student perspectives and experiences with AI tools in the language classroom. Survey data and analysis of AI–student interactions indicate that learners recognize the linguistic benefits of AI‑mediated practice and generally support its integration into both their college experience and language study. At the same time, they acknowledge important concerns about accuracy, privacy, and the role of AI in learning. These insights offer guidance for instructors seeking to incorporate AI responsibly and effectively in foreign‑language pedagogy.
Speakers
avatar for Fernando Castro Ortiz
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
  Digital Poster

8:30am CDT

Exploring Writing Across the Curriculum through Interactive Discussion
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
This poster session introduces audience members to the principles of Writing Across the Curriculum / Writing in the Disciplines (WAC/WID) and the ways it takes shape across programs at U.S. universities. It also highlights work from the International WAC/WID Mapping Project, United States Branch, Phase Three, which investigates how WAC/WID is being implemented at institutions throughout the country.

WAC/WID centers on both “writing to learn” and “learning to write” in ways that support diverse student experiences. Rooted in principles similar to Universal Design for Learning, WAC/WID employs flexible, scaffolded approaches that enable students to develop and demonstrate knowledge through varied modalities. Participation in WAC/WID coursework fosters learning across the curriculum.

Through open discussion with presenters, audience members wi
Speakers
avatar for Michele Zugnoni
avatar for Christina Caro

Christina Caro

Undergraduate Student, Northwestern University
Christina Caro is an undergraduate student at Northwestern University finishing her first year of study. She currently serves as an Undergraduate Research Assistant on the WAC/WID Mapping Project, United States Branch, Phase Three.
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
  Digital Poster

8:30am CDT

Facilitating a Master’s Research Project Sequence for Career-Readiness
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
Presenters will discuss an assessment of students’ research skills and professional development competencies, tied to National Association of Colleges and Employers (NACE) career-readiness, when completing the master’s research project (MRP) sequence. The MRP is the culminating work product of Northwestern’s Master of Science in Higher Education Administration and Policy degree and represents student success as well as success after graduation.


The 3-course MRP sequence begins with students developing their own research questions based on their interests and career aspirations in higher education. Faculty guide students in making sense of uncertain, emerging phenomena within the practice of higher education. Students write a literature review; develop a plan for data collection; collect data; and summarize, interpret, and make recommendations through a written and oral presentation. We capture how master’s level academic pursuits are closely tied to career-readiness—for the past 15 years, job placement has been 90+% within 90 days of graduation.


Speakers
avatar for Lois Trautvetter

Lois Trautvetter

Professor and Program Director, Northwestern University
https://sites.northwestern.edu/loistrautvetter/
avatar for Chris Neary

Chris Neary

Instructional Design and Technology Consultant, Northwestern University
Chris Neary is an instructional design and technology consultant for the School of Education and Social Policy at Northwestern University. For the past 7.5 years he has developed course design and education technology solutions—suited for in-person, blended, and hybrid synchronous... Read More →
avatar for Rob Aaron

Rob Aaron

Executive Director, Student Affairs Assessment and Planning, Northwestern University
avatar for Amit Prachand

Amit Prachand

Associate Vice President for Information and Analytics / Instructor, Northwestern University
https://www.northwestern.edu/provost/about/bios/prachand-amit.html
avatar for Ellen Meents-DeCaigny
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
  Digital Poster

8:30am CDT

From "Career Preparation" to "Career Access" in an Uncertain Job Market
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
Institutions do important work preparing students with relevant skills for the workforce, yet many students still struggle to gain access to professional opportunities. In a job market increasingly shaped by automation and AI-driven tools, students can apply more efficiently, but not necessarily more effectively. Access to opportunity continues to rely heavily on confidence, relationships, and social capital, areas that are often assumed rather than explicitly taught.


This interactive session explores the gap between workforce preparation and workforce access, focusing on how faculty and staff across roles can help students navigate uncertainty and enter professional spaces more confidently. Drawing from an academic career development perspective, the session invites participants to examine how relationships shaped their own career pathways—and how similar access is (or is not) made visible to students.


Through guided reflection and small-group activities, participants will explore the limitations of telling students "just network" without modeling it or providing opportunities to practice alongside them. Attendees will leave with practical, low-lift strategies they can embed into everyday teaching and interactions to help students translate skill development into real access and economic mobility.
Speakers
UF
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
  Digital Poster

8:30am CDT

From Scrolling to Reflection: Using Comics to Build Media Literacy and Critical Thinking
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
In today’s fast-paced, algorithm-driven media environment, students often prioritize speed over reflection. Instructors of a Spanish bridge course noticed how this can limit students’ ability to engage deeply with complex texts, complicating their progression to more advanced language courses. This poster session presents curricular changes and shares findings from a year-long study using social comics to help develop students’ attention to detail as a foundation for critical media engagement. 


Examples of student work, along with qualitative and quantitative survey data, demonstrates that analyzing the language of comics—framing, sequencing, visual rhetoric, silence, and authorial choice—provides an enjoyable yet rigorous structure for deeper engagement with texts. Students not only analyze but also create their own comics, applying the aforementioned strategies to produce thoughtful, multimodal work in small groups. 


Additionally, these analytical practices transfer beyond the classroom since students learn to examine how layout directs attention, how images shape interpretation, and how design influences emotion—skills essential for navigating social media, digital storytelling, and AI-generated content. By strengthening close reading, students simultaneously develop intercultural competence, critical thinking, and creativity, while gaining confidence to navigate ever more complex media contexts.
Speakers
avatar for Denise Bouras
MA
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
  Digital Poster

8:30am CDT

Generative AI and The Role Students Need to Play for Effective Outcomes
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
This presentation will summarize content from a Library GenAI student workshop offered in Winter and Spring quarters 2026, Generative Artificial Intelligence and You: The Role Humans Play in GAI Use; this is the latest iteration of the student workshop three librarians have offered since Fall 2023. The intent is to share talking points and takeaways instructors can also share with their students about the option to use AI in their learning process, the need to recognize what AI is useful for, as well as its limitations, and the active role students need to play to ensure ethical, responsible, and effective use.  
 
 
Information included will be: 
 
  • the workshop learning objectives,
  • then and now: how student use of GenAI has changed since 2022 and what has stayed the same,
  • the role that GenAI tools play and what roles students need to play,
  • how to determine which GenAI tool to use,
  • a summary of best practices for writing prompts, verifying outputs, and complementing GAI content with Library resources.
Speakers
avatar for Jeannette Moss

Jeannette Moss

NU Librarian, Northwestern University
NU Library website subject librarians page: https://www.library.northwestern.edu/use-the-libraries/research-teaching/subject-librarians/
Jeannette Moss is a reference and instruction librarian who supports the Cook Family Writing Program and leads workshops for research skill building... Read More →
avatar for Tracy Coyne

Tracy Coyne

NU Librarian, Northwestern University
NU Library website subject librarians page: https://www.library.northwestern.edu/use-the-libraries/research-teaching/subject-librarians/
Tracy Coyne is the dedicated librarian for the School of Professional Studies and is the library liaison for Counseling and Marriage and Family Therapy programs. She specializes in distance learning in addition to her subject specialties... Read More →
FS

Frank Sweis

NU Librarian, Northwestern University
NU Library website subject librarians page: https://www.library.northwestern.edu/use-the-libraries/research-teaching/subject-librarians/
Frank Sweis is a user experience librarian, focused on improving the discoverability of library resources and services... Read More →
Infographic AI and You pdf
TeachX poster 2026 pdf
GenAI and The Role Students Need to Play resources (2) pdf
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
  Digital Poster

8:30am CDT

Immigration Enforcement and the Novice Educator Experience: Well-Being and Instructional Decision-Making During Operation Midway Blitz
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
Large-scale immigration enforcement initiatives do not stop at the targeted communities. They enter classrooms. This session presents findings from two qualitative studies examining how Operation Midway Blitz shaped educator well-being, instructional decision-making, and professional practice in Chicagoland schools. Drawing on focus groups with teacher candidates and interviews with practicing educators and community experts, the research explores how educators navigated political tension, emotional strain, and shifting student needs while sustaining instructional quality.
Participants describe changes in curriculum, classroom climate, family communication, and professional identity. They also identify the formal and informal supports that enabled them to continue teaching effectively in a climate of uncertainty.
Aligned with the conference theme of "Leading through Uncertainty", presenters will share a practical support framework for teacher preparation programs and school leaders to better equip educators during large-scale social and political disruption.
Attendees will leave with research-informed strategies for supporting educator well-being, strengthening trauma-informed practice, and preparing teachers to respond ethically and instructionally when policy enters the classroom.
Speakers
avatar for Julie Sidarous

Julie Sidarous

Faculty, Other
Dr. Julie Sidarous is an award-winning educator and researcher specializing in culturally responsive teacher preparation and special education. She holds a doctorate in Curriculum, Advocacy, and Policy from National Louis University and brings extensive experience in building pre-service... Read More →
BL

Benjamin Lathrop

Faculty, Other
Dr. Benjamin (Ben) Lathrop, a National Board Certified Teacher (NBCT), comes to National Louis University with 23 years of experience teaching courses in English language arts and teacher education. After earning a B.A. in English in 2000, Dr. Lathrop started his career as a newspaper... Read More →
MA

Matt Adams

Faculty, Other
Dr. Matt Adams earned his Ph.D. in Curriculum, Instruction and Teacher Education from Michigan State University, with a special focus on Science  Education.  Prior to that, Dr. Adams was an 8th grade science teacher in Denver, Colorado after having received a B.S. in Earth... Read More →
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
  Digital Poster

8:30am CDT

Shaping Narratives from Digital Collections
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
This poster demonstrates how students and instructors can turn primary materials from digital collections into compelling essays and stories. Using Canopy IIIF, developed at Northwestern University Libraries, they can quickly create digital humanities projects that place cultural heritage materials at the center of scholarly work. Attendees will see the full process, from selection to publication, and leave with a ready-to-use model for course design centered on these materials.
Speakers
avatar for Basia Kapolka

Basia Kapolka

Digital Humanities Librarian, Northwestern University
Basia Kapolka specializes in digital humanities, consulting with the Northwestern community about interdisciplinary research projects that can be enhanced by digital tools.
avatar for Mat Jordan

Mat Jordan

Developer, Northwestern University
Mat is a designer and developer at Northwestern University Libraries building open-source tools for digital humanities, collections, and scholarship.
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
  Digital Poster

8:30am CDT

The ‘4R’ Development and Outreach Cycle of an Inclusive Teaching Resource
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
This poster presents the updated "Northwestern Principles of Inclusive Teaching” resource and its implementation. Participants will learn how to collaboratively execute our multi-year “4R” (recruit—review—revise—reach) cycle for updating and promoting a scholarly resource for educators. We will educators. We will review the resource, highlight key revisions, as well as present the development and stewardship process led by educational developers at Northwestern University. Quotes from contributors and reviewers will provide insights into the scholarly, collaborative creation and revision process. We will share the multitude of ways in which these inclusive teaching principles were disseminated to educators for practice and application, including as course material for the Reflective and Effective Teaching Certificate Program. The session aims to inspire other educational developers and communities of practice to write, re-write, and promote their own evidence-based guides to advance learning and teaching by leveraging insights and adapting strategies presented.
Speakers
avatar for Veronica Y, Womack

Veronica Y, Womack

Associate Director of High-Impact Teaching, Northwestern University
https://searle.northwestern.edu/about/staff-grad-postdoc/veronica-womack.html
avatar for Eun Sandoval-Lee

Eun Sandoval-Lee

Assistant Director of Learning and Teaching, Northwestern University
https://searle.northwestern.edu/about/staff-grad-postdoc/eun-sandoval-lee.html

Womack, V. & Sandoval Lee, E. Y. (2026). The 4 R Development and Outreach Cycle of an Inclusive Teaching Resource TEACHx png
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
  Digital Poster

8:30am CDT

Women’s Cardiac Health: A Health Equity and Advocacy Learning workshop
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
Developed by students pursuing a Masters in Nursing Science, the Health Equity and Advocacy Learning (HEALs) workshop is an innovative learning experience that highlights best practices to address health inequities through advocacy. Each session focuses on a health inequity topic and offers expert community members and health care professionals an opportunity to share their unique advocacy experiences. The inaugural HEALs Workshop focused on women’s cardiac health. Twenty-seven attendees participated in the virtual workshop. The HEALs workshop highlighted the value of including technology-enabled communication platform to create meaningful educational experiences to build real-world advocacy skills related to women cardiac health all while centering and highlighting the expertise of community members and health care professionals. This workshop supported the development of practical advocacy skills for attendees while fostering inclusive dialogue within an academic settings. 
Speakers
CL

Cassandra Le

Graduate student, Other
n/a
JR

Julia Rivera Penafiel

Graduate student, Other
n/a
Thursday May 14, 2026 8:30am - 9:15am CDT
Northwestern Room
  Digital Poster

8:30am CDT

Breakfast
Thursday May 14, 2026 8:30am - 9:30am CDT
Northwestern Room
Grab some coffee and a snack to kick off your day at TEACHx! 
Thursday May 14, 2026 8:30am - 9:30am CDT
Northwestern Room

8:30am CDT

The Opposite of Cheating: Teaching for Integrity in the Age of AI (Sponsored by Perusall)
Thursday May 14, 2026 8:30am - 9:30am CDT
Lake Room
Previous registration required, sponsored by Perusall
Speakers
MD

Michael Dice

Senior Blended Learning Specialist, Northwestern University
avatar for Rachel Goc

Rachel Goc

Learning Engineer, Northwestern IT Teaching & Learning Technologies
avatar for Greg Siering

Greg Siering

Director of Pedagogy and Curricular Development, Searle Center for Advancing Learning and Teaching, Northwestern University
Talk to me about assessment and curricular design, aligning learning outcomes and course assignments/activities, and active learning strategies. Want to nerd out? Talk to me about Star Trek, gardening, and dogs. 
Thursday May 14, 2026 8:30am - 9:30am CDT
Lake Room
  Perusall Book Club

8:30am CDT

Emerging Technologies Lab: AI Reality Room
Thursday May 14, 2026 8:30am - 3:30pm CDT
Armadillo Room
Get ready to immerse yourself in a world of cutting-edge technology at the Reality Room! This drop-in event is your chance to experiment with the latest in augmented and virtual reality, photogrammetry, motion capture, and creative generative AI. You'll be able to try on augmented reality headsets, explore virtual reality simulators, create stunning 3D models with photogrammetry software, capture your every move with motion capture devices, and learn how to use AR/VR tools for prototyping. With inspiring guest speakers from various fields, you'll learn how these technologies can transform education, entertainment, and design. Come and experience a new reality that will leave you spellbound and ready to take your own projects to the next level.
Speakers
avatar for Rodolfo Vieira

Rodolfo Vieira

Manager, Academic Software Development & Innovation | Emerging Technologies Lab, Northwestern IT, Northwestern University
Technology leader leading the Emerging Technologies Lab, driving academic software development and innovation. Deploys generative AI and XR/VR/AR to accelerate research, streamline workflows, and personalize learning, advancing AI/ML and data platforms for immersive, collaborative... Read More →
avatar for Vince LaGrassa

Vince LaGrassa

Full Stack Software Developer, Academic Software Development & Innovation | Emerging Technologies Lab, Northwestern IT, Northwestern University
Vince LaGrassa is a full-stack software developer working to realize the exciting promises of emerging tech atop a foundation of intellectual integrity and academic curiosity.  His interests include web development, generative AI, and linguistics research.
ZI
OT
CS
Thursday May 14, 2026 8:30am - 3:30pm CDT
Armadillo Room

9:30am CDT

Who is Generation Z? (Sponsored by Poll Everywhere)
Thursday May 14, 2026 9:30am - 10:30am CDT
Louis Room
Loyal. Thoughtful. Compassionate. These are just some of the many characteristics of Generation Z, those born from 1995 to 2010. Despite some similarities with the Millennial Generation, Generation Z has a unique set of attributes, experiences, preferences, and expectations about how they communicate, learn, and engage with others. But, many of our structures, curriculum, environments, and pedagogies were developed with previous generations in mind, challenging us to re-conceptualize the way we design and deliver higher education for this generation.  
This session showcases the context within which members of Generation Z have come of age and what we need to know about Generation Z to best mentor, support, teach, and supervise them to leverage their potential for success. 
Major Themes: 
  • Understanding Generations and Generational Research 
  • Societal Influences Shaping Generation Z 
  • Characteristics 
  • Diversity 
  • Motivations 
  • Mental Wellbeing 
  • Social Media Use 
  • Communication Preferences 
  • Learning Preferences 
  • Aspirations 
  • Social Issues and Concerns 
  • Engagement and Creating Change 
 
Learning Outcomes: 
  • Participants will be able to describe the context within which members of Generation Z have come of age. 
  • Participants will be able to describe the characteristics, motivations, values, and preferences of the Generation Z cohort. 
  • Participants will be able to differentiate between defining characteristics of Generation Z and those from older generations. 

Speakers
avatar for Corey Seemiller

Corey Seemiller

Wright State University
Dr. Corey Seemiller is a seasoned educator, researcher, and speaker on Generation Z. Her work has been featured on NPR and in The New York Times, Time Magazine, Newsweek, Popular Science, USA Today, Business Insider, and The Chronicle of Higher Education, as well as in several other... Read More →
Thursday May 14, 2026 9:30am - 10:30am CDT
Louis Room
  Keynote

10:45am CDT

Designing the Unthought: Speculative Pedagogy and AI in the Classroom
Thursday May 14, 2026 10:45am - 11:30am CDT
Northwestern Room
Generative AI is a probabilistic engine; by definition, it can only predict the future based on the statistical averages of the past. As we face a new era of leading through uncertainty, how do we teach students to imagine futures that the data cannot predict?


This session introduces Speculative Pedagogy, moving the AI conversation from functional "prompt engineering" to critical "future building." Aligning with the AI, Digital Literacy & Innovative Learning track, this interactive presentation moves beyond theory into a hands-on "Future Archaeology" lab. Participants will act as archivists from the year 2050, "recovering" fictional artifacts—from AI-governed syllabi to manifestos for human-led research—to expose the hidden biases and limitations of today’s algorithmic world.


Rather than a standard lecture, this session utilizes a high-impact 15-minute "Sprint." You will use the Open Speculative Pedagogy Framework (OSPF) to prototype low-stakes, discipline-specific interventions that prioritize human agency over machine efficiency. You will leave with a versatile toolkit to help students interrogate the "black box" of AI, transforming technological "friction" into a powerful site of critical inquiry and creative resistance.
Speakers
avatar for Mackenzie Salisbury

Mackenzie Salisbury

Curriculum Innovation Librarian, Northwestern University
Curriculum Innovation Librarian with sustained leadership in open education, information literacy, and creative research practices. My work focuses on building scalable programs, mentoring faculty and librarians, and advancing open pedagogy through speculative design and critical... Read More →
TeachX 2026 pdf
Thursday May 14, 2026 10:45am - 11:30am CDT
Northwestern Room
  Interactive Presentation

10:45am CDT

Climbing the Ladder to Course Success: Essential Practices for New Courses
Thursday May 14, 2026 10:45am - 12:15pm CDT
Arch Room
Designing and launching a new course can spark our pedagogical creativity while challenging us to make decisions on a tight timeline. This workshop provides practical guidance and actionable steps to help instructors confidently begin shaping a new course such as selecting texts and readings, aligning assessments with competencies, planning meaningful in-class activities, and inviting subject matter experts into the classroom. 


Participants will engage in a fast‑paced, collaborative environment that mirrors methods of an effective class session as they build a ladder of success towards course development. Through hands‑on activities, attendees will begin developing a semester outline, identifying key learning outcomes, and creating the foundational scaffolding needed to continue building their course after the session concludes. Opportunities for dialogue with fellow instructors will encourage idea‑sharing, problem‑solving, and exploration of different approaches to course design.


This session is ideal for instructors preparing to teach a new course or seeking a structured, energetic approach to course planning. Attendees will leave with tangible deliverables, practical tools, and a clear plan of action to accelerate their course development with confidence.
Speakers
avatar for Michele L. McCay

Michele L. McCay

Interim Assistant Dean for Academic Affairs, Clinical Assistant Professor, Other
Michele McCay, DrPH, MPH is the Interim Assistant Dean for Academic Affairs and a Clinical Assistant Professor in Health Policy & Administration at the University of Illinois Chicago, School of Public Health. Dr. McCay is also the 2022 and 2025 Golden Apple Award winner for excellence... Read More →
(McCay 2026) TEACHx TEACHx10 pdf
Thursday May 14, 2026 10:45am - 12:15pm CDT
Arch Room
  Workshop

10:45am CDT

From Scroll to Strategy: Teaching with Pop Culture Artifacts Without the Cringe
Thursday May 14, 2026 10:45am - 12:15pm CDT
Big Ten Room
This session gives faculty a practical, repeatable way to teach strategic thinking using the media students already live inside, such as memes, headlines, ads, trailers, and social posts, while solving a very real classroom problem: Gen Z students who are engaged mentally but not verbally.
Participants will learn an Artifact Lab method that moves students through three steps:
  1. Consume (quick observation: what do you notice?)
  2. Analyze (what’s the persuasion move? what’s the message strategy?)
  3. Create (how would you redesign it for a different audience, goal, or platform?)
The session models non-performative participation through micro-activities: silent annotation, quick partner swaps, small-group role prompts, and fast “choose-one” decisions (instead of open-ended whole-class discussion). Faculty leave with a plug-and-play structure they can use in any discipline, plus a toolkit of artifact prompts that turn attention and scrolling habits into strategic learning—without pandering.
Speakers
avatar for Dr. Rafael Matos
Thursday May 14, 2026 10:45am - 12:15pm CDT
Big Ten Room
  Workshop

10:45am CDT

From the Classroom to the Studio: Integrating Podcasting into Assignments
Thursday May 14, 2026 10:45am - 12:15pm CDT
Lake Room
Podcasting has emerged as a powerful medium for innovative and experiential learning, enabling students to engage in authentic communication, collaborative knowledge production, and multimodal literacy development. This interactive workshop presents a classroom-tested model for integrating podcast creation into university courses across disciplines and proficiency levels, combining pedagogical design with accessible technical implementation.
The first part of the session introduces the pedagogical foundations of podcast-based learning, drawing on task-based and project-based teaching, student agency, and audience awareness. Participants will explore how podcast projects foster research skills, interviewing practices, critical listening, and collaborative storytelling while aligning with course learning outcomes and inclusive teaching strategies.
The second part focuses on the technical dimension of classroom podcasting. A learning designer will demonstrate workflows for recording, editing, and publishing podcasts using low-barrier tools and sustainable production practices.
In the hands-on activity section, participants will work in small groups using their phones as well as portable recording devices to plan and record a short podcast segment, modeling the student experience and providing practical strategies adaptable to diverse teaching contexts.
Speakers
avatar for Mohammad Ahmed

Mohammad Ahmed

Instructional Designer, Other
Experienced instructional designer with a focus on digital pedagogy, Canvas LMS, Zoom, Panopto, and other student engagement tools. Recently, he has been developing the UChicago Podcast Studio for faculty and students to experiment with and integrate into their classrooms.
avatar for Ana Flavia Boeing Marcelino

TeachX Northwestern 2026 Presentaion slides 2 pptx
Thursday May 14, 2026 10:45am - 12:15pm CDT
Lake Room
  Workshop

10:45am CDT

It Ain’t Just an Add-on: The Arts, Wellness and Action Beyond the Buzz Words
Thursday May 14, 2026 10:45am - 12:15pm CDT
Evans Room
Forget the “buzz” words—let’s be real! In this interactive space, we’ll draw on the arts, lived experiences, and research discussing the necessity of honoring mental health through creativity, community, and cultural literacy. The workshop is centered on engaging lessons that allow for creative expression and an interactive approach to teaching. We'll immerse ourselves in poetry and theatre as a way to develop our understanding of mental health and wellness in an arts-driven classroom. 


The session will have us up on our feet with theatre games, along with writing opportunities, to dig into self, community, and language with an emphasis on culturally responsive creative literacy and action. We’ll also share our creative work and connections to local organizations, engaging with colleagues to offer concrete ideas for integrating wellness and the arts in authentic and intentional ways.
Speakers
avatar for Lauren DeJulio Bell

Lauren DeJulio Bell

Adjunct Instructor, University of Illinois Chicago
Lauren DeJulio Bell is a Chicago educator, writer, and actor.

She teaches multiple courses in the Honors College and College of Education at the University of Illinois Chicago, including one entitled Who Tells Our Stories? Exploring Culture & Humanity through Graphic Novels, Poetr... Read More →
Thursday May 14, 2026 10:45am - 12:15pm CDT
Evans Room
  Workshop

10:45am CDT

Neurodiversity-Friendly Approaches to Teaching: Perspectives from The Writing Place
Thursday May 14, 2026 10:45am - 12:15pm CDT
Wildcat Room
The Writing Place (WP) is Northwestern’s peer-to-peer writing center. This workshop, facilitated by WP leadership and Senior writing consultants, will share current research on equitable and accessible teaching practices and the changes that we have implemented over the past year to make the WP more inclusive of the needs of neurodivergent students. We will explore the challenges neurodivergent students face in classrooms, pitfalls educators face when designing their courses and assignments, and accessible approaches that WP consultants use in our sessions with student writers.


The workshop will be divided into three, 30-minute modules: 1) Thinking about Neurodivergence in Syllabus and Canvas Design; 2) Best Practices for Composing Accessible Assignment Prompts; and 3) Considering Classroom Space and Neurodivergent Needs. Each module will begin with a short presentation showcasing the research of our Senior writing consultants before transitioning to an activity that invites participants to explore our methodologies in their own courses and contexts. 
Speakers
avatar for Meaghan Fritz

Meaghan Fritz

Associate Professor of Instruction, Director, Writing Place, Northwestern University
https://www.writing.northwestern.edu/faculty-meaghan-m-fritz/
avatar for Amelia Hurley

Amelia Hurley

Undergraduate Student, Writing Place Writing Consultant, Northwestern University
https://www.writing.northwestern.edu/consultant-amelia-hurley/
SP

Sophie Pichardo

Undergraduate Student, Writing Place Consultant, Northwestern University
https://www.writing.northwestern.edu/consultant-sophie-pichardo/
Thursday May 14, 2026 10:45am - 12:15pm CDT
Wildcat Room
  Workshop

10:45am CDT

Restorative Justice Teaching and Learning in Jails: Inside Out and the Pedagogy of the Oppressed
Thursday May 14, 2026 10:45am - 12:15pm CDT
Rock Room
The Inside–Out program at Cook County Jail is as exhilarating as it is intimidating. Faculty, students, and administrators operate within a carceral setting defined by near constant uncertainty, ongoing changes, and heightened stakes. This session explores how restorative justice—specifically the use of peace circles—can provide both stability and adaptability within prison and jail-based higher education. Peace circles not only satisfy the basic psychological needs of students (autonomy, relatedness, and competence), but also establish shared meaning and purpose. Drawing on a recent Inside Out class on nonviolence, we will explore how Paolo Freire’s Pedagogy of the Oppressed was woven into our restorative approach, motivating Inside and Outside students to become co-learners in their development of critical consciousness. Participants will gain practical insight into how peace circles are planned and implemented—both in content and in context—to seamlessly merge restorative justice and liberatory teaching.
Speakers
avatar for Joe Rice

Joe Rice

Faculty, Other
Joe Rice is a faculty member with the Criminology Department at DePaul University, a Licensed Social Worker (LSW) at Cook County Jail, and a U.S. Army veteran. His teaching philosophy and clinical approach are rooted in the ancient wisdom tradition of restorative justice, with a focus... Read More →
Thursday May 14, 2026 10:45am - 12:15pm CDT
Rock Room
  Workshop

11:35am CDT

Student Perspectives on Learning in an AI-informed World
Thursday May 14, 2026 11:35am - 12:20pm CDT
Northwestern Room
How are Northwestern students actually navigating AI in their learning—and what does that mean for teaching?
In this panel, undergraduate and graduate students share candid perspectives on how AI shows up in their coursework, decision‑making, and sense of academic integrity.
Through concrete examples and reflection, panelists explore when AI supports learning, when it complicates it, and what clarity, trust, and assignment design matter most from an instructor’s point of view.
Moderator: Anna Luce, Lead Learning Engineer
Student panelists: Melanie Medina, Trinity Barnett, Gracie Shaw-Rothberg, and Mohamed Ibrahim. 



Speakers
AL

Anna Luce

Lead Learning Engineer, Northwestern University

MI
GS
avatar for Melanie Medina
avatar for Trinity Barnett
Thursday May 14, 2026 11:35am - 12:20pm CDT
Northwestern Room
  Panel Discussion

12:30pm CDT

Lunch
Thursday May 14, 2026 12:30pm - 1:30pm CDT
Louis Room

Thursday May 14, 2026 12:30pm - 1:30pm CDT
Louis Room

1:00pm CDT

Canvas Hall of Fame Ceremony, Sponsored by Instructure
Thursday May 14, 2026 1:00pm - 1:20pm CDT
Louis Room
Celebrate the instructors who went above and beyond to create engaging experiences for their students using Canvas!

Thursday May 14, 2026 1:00pm - 1:20pm CDT
Louis Room
  Sponsor Presentation

1:30pm CDT

Access, Agency, and AI: Reimagining the Heritage Language Classroom
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Arch Room
As U.S. college classrooms grow increasingly diverse, Spanish as a Heritage Language (SHL) courses must be intentionally designed for accessibility, inclusion, and digital readiness. This 45-minute interactive presentation showcases the redesign of course materials, Canvas modules, and policies in an SHL track using Universal Design for Learning (UDL), Open Educational Resources (OER), and critical AI literacy.


Guided by UDL, the course integrates multimodal OER, scaffolded academic literacy supports, transparent assignment design, and flexible assessment options to address heritage learners’ uneven reading and writing development. The Canvas site was streamlined for clarity and accessibility, and policies were revised to emphasize flexibility, growth, and equity.


To prepare students for a rapidly evolving world, the course also incorporates structured, ethical engagement with generative AI tools. Drawing on digital competency guidance from UNESCO, students critically evaluate AI outputs, examine linguistic bias, and use AI as a tool for revision and rhetorical analysis.


Participants will engage in brief collaborative activities to redesign assignments and reflect on inclusive AI practices. Attendees will leave with practical strategies for implementing UDL principles, enhancing digital literacy, and creating more accessible, student-centered learning environments.
Speakers
avatar for Julia Oliver Rajan
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Arch Room
  Interactive Presentation

1:30pm CDT

AI + Human Workflow: Scaling Video Accessibility in Higher Ed
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Lake Room
As digital accessibility requirements under WCAG 2.1 AA and ADA Title II become increasingly stringent, higher education institutions face significant challenges in providing compliant audio descriptions (AD) for visual-heavy instructional videos. This session presents the results of a pilot project that established a cost-effective, scalable workflow for creating ADs in educational videos in collaboration with human describers/reviewers and Artificial Intelligence (AI).   
Focused on an online Bachelor’s program, the project implemented an iterative process to develop a hybrid workflow: 1) auditing video content by human reviewers based on instructional reliance on graphics, 2) generating baseline descriptions using AI and by human describers, 3) conducting human reviews to ensure pedagogical alignment, and 4) providing feedback on description for AI training and usability experience. We will discuss the challenges and successes of this hybrid workflow. The collaboration highlights refinement areas: humans corrected AI misalignments of on-screen events, adjusted overly detailed descriptions of temporary visual elements, and ensured context was introduced effectively.  
The AI tool will be introduced with AI-created descriptions for sample videos. The presenters will share visual description guidelines for structuring descriptions of technical visuals, such as diagrams, tables, and software for UI interactions. This presentation offers an actionable roadmap for leveraging AI for sustainable and compliant video accessibility. 
Speakers
JC

Jinhee Choo

Deputy Vice Provost for Online Learning, Other
https://www.iit.edu/directory/people/jinhee-choo
NB

Naftali Bojdak-Yates

Co-Founder of Rubrient, Other
https://rubrient.com/
avatar for Norma Scagnoli

Norma Scagnoli

Chief Learning and Information Officer, ILLINOIS INSTITUTE OF TECHNOLOGY
https://www.iit.edu/directory/people/norma-scagnoli
As Chief Learning and Innovation Officer at Illinois Institute of Technology, I redefine online education through engaging, learner-centric programs. Leveraging over 20 years of experience, I lead strategic partnerships to launch online degrees and stackable credentials for global learners. My expertise in instructional design and digital pedagogy allows me to scale innovative, technology-enabled solutions. I am dedicated to institutional growth and collaborative leadership, blending traditiona... Read More →
TS
BW

Braeden Weaver

Co-Founder of Rubrient, Other
https://rubrient.com/
SS
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Lake Room
  Interactive Presentation

1:30pm CDT

Keeping Healthcare & Education Human in the Age of AI and Automation
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Evans Room
As AI rapidly reshapes clinical workflows, from diagnostics and documentation to predictive analytics, healthcare educators face an urgent question: How do we integrate AI into curricula and prepare students for AI-enabled healthcare without losing the human essence of care? This talk explores strategies for preserving empathy, clinical judgment, and person‑centered thinking while preparing students for an AI‑enhanced future. Rather than viewing AI as a replacement for human expertise, we'll position it as a partner whose effectiveness depends on the clinician’s ability to interpret, contextualize, and communicate.


The presentation highlights three pressing challenges: automation bias, deskilling and the erosion of independent reasoning, and the risk of widening healthcare inequities. It then outlines evidence‑informed approaches for designing learning environments where students practice critical thinking alongside AI tools, structured opportunities for reflective clinical reasoning, and explicit training in communicating with clarity and compassion.


Ultimately, the talk argues that the future of healthcare belongs not to those who simply adopt advanced technologies, but to those who can humanize them -- clinicians who blend data‑driven insight with empathy, cultural humility, and ethical awareness. By re-centering education on these enduring human capacities, we ensure that AI elevates rather than diminishes the art of healing.
Speakers
avatar for Kate Schultz

Kate Schultz

Faculty Director at NU SPS (and also Senior Program Manager of AI Education & Assistant Professor of Medical Education at Mayo Clinic as my full-time day job outside of NU), Northwestern University
www.kate-schultz.com
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Evans Room
  Interactive Presentation

1:30pm CDT

Reimagining Piano Pedagogy: Motion Capture Technology for Enhanced Learning and Accessibility
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Rock Room
Motion capture technology, long established in industries such as sports, animation, and medical research, is a powerful tool for mapping and analyzing human movement. Its precision and ability to visualize biomechanical detail offer unique benefits when applied to music education—particularly in piano pedagogy, where mastery of physical nuance supports and enhances expressive performance.


Our project at Northwestern University, conducted in partnership with the Northwestern IT Emerging Technologies Lab, investigates motion capture as a platform to modernize piano instruction. By combining wearable sensor data from instructors with synchronized MIDI and multi-angle video, we facilitate dynamic visualization of expert technique—granting students access to practical demonstrations that surpass the limits of conventional teaching. The system’s interactive features, including targeted practice modes and accessible tools, encourage self-directed learning and promote a more informed development and understanding of playing habits.


Through iterative design and continued collaboration with faculty and students, we are refining this approach to prioritize accessibility and expand functionality. Beyond technical advancement, our work highlights how motion capture can foster creativity, exploration, and personalized learning—helping learners bridge the gap between understanding of physicality and technical execution in a technology-driven landscape.
Speakers
avatar for Karen Kan-Walsh

Karen Kan-Walsh

Coordinator of Keyboard Skills and Non-Major Piano, Northwestern University
https://www.music.northwestern.edu/faculty/profile/karen-kan-walsh
avatar for Lam Wong

Lam Wong

Coordinator of Piano Pedagogy, Northwestern University
https://www.music.northwestern.edu/faculty/profile/lam-wong
avatar for Rodolfo Vieira

Rodolfo Vieira

Manager, Academic Software Development & Innovation | Emerging Technologies Lab, Northwestern IT, Northwestern University
Technology leader leading the Emerging Technologies Lab, driving academic software development and innovation. Deploys generative AI and XR/VR/AR to accelerate research, streamline workflows, and personalize learning, advancing AI/ML and data platforms for immersive, collaborative... Read More →
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Rock Room
  Interactive Presentation

1:30pm CDT

AI-Supported Development for Emerging Higher Education Leaders
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Wildcat Room
As part of Northwestern’s Higher Education Administration and Policy Program, master’s level graduate students in a leadership development course have used AI to reflect on leadership networking experiences to help develop their leadership approaches. This lightning talk highlights an in-class assignment that integrates human-based and AI‑supported analysis and synthesis to deepen students’ understanding of leadership theory and professional competencies.  
Students conducted semi‑structured interviews grounded in a selected leadership theory, individually generated 15 talking points, and collaboratively synthesized 60 combined points in groups of four. Students then used Northwestern’s Copilot to produce an AI‑generated analysis and synthesis and compared it to what they independently produced. The activity intentionally strengthened two NACE (National Association of Colleges and Employers) competencies: technology, by requiring students to use AI for analysis, synthesis, prompt design, and pattern recognition; and professionalism, by emphasizing ethical decision‑making, responsible technology use, and reflective comparison of human and AI reasoning. 
Survey data from the activity explores how students use AI, how AI influenced learning in the classroom, and students’ evolving views on AI use. 
Participants who are curious about human-centered, AI-assisted learning for students and colleagues would benefit from this example of intentional, practical learning that orders individual, group, and AI-assisted theme analysis.
Speakers
avatar for Chris Neary

Chris Neary

Instructional Design and Technology Consultant, Northwestern University
Chris Neary is an instructional design and technology consultant for the School of Education and Social Policy at Northwestern University. For the past 7.5 years he has developed course design and education technology solutions—suited for in-person, blended, and hybrid synchronous... Read More →
avatar for Kelly Schaefer
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Wildcat Room
  Lightning Talk

1:30pm CDT

Back to the Future: The "New" Innovation of the Paper Handout
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Wildcat Room
In a lecture hall full of glowing screens, the most "disruptive" technology I introduced was... paper. This talk explores my return to physical handouts in a large, required 200-level Computer Science course. I will share my surprisingly positive experience using this analog tool to combat distraction and promote active learning through guided note-taking, 'clear/muddy' reflections, and streamlined attendance.
Speakers
YZ
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Wildcat Room
  Lightning Talk

1:30pm CDT

Equity Intentions vs. Equity Infrastructure
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Wildcat Room
Many institutions articulate strong commitments to equity, inclusion, and belonging. Yet disparities in outcomes often persist, even within organizations explicitly oriented toward social justice. Why?


Drawing from mixed-methods research on the influence of culturally responsive praxis on academic engagement in higher education, this lightning talk explores the critical distinction between equity intentions and equity infrastructure. This tension suggests that goodwill and inclusive values alone are insufficient without structural alignment. Using a systems lens, this session introduces the concept of equity infrastructure: the policies, design choices, assessment practices, and accountability mechanisms that translate values into measurable outcomes.

Participants will be invited to reconsider how equity shows up, not just in mission statements or interpersonal practice, but in the architecture of learning environments.
Speakers
avatar for Ashonna Tubbs

Ashonna Tubbs

Dean, Clinical Experience, Other
Ashonna Tubbs, Ed.D. is an educator, researcher, and systems leader committed to designing learning environments where diverse learners can thrive. She serves as Dean of Clinical Experience at Relay Graduate School of Education.

Dr. Tubbs earned her doctorate in Mind, Brain, and Teaching from Johns Hopkins University. Her research explored how instructional design, faculty practice, and institutional structures shape academic engagement in online teacher preparation programs. She is particularly interested... Read More →
Connect with Dr. Ashonna! pdf
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Wildcat Room
  Lightning Talk

1:30pm CDT

From Copy-Paste to Critique: Structuring Large Language Model Use in Teaching Financial Accounting
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Wildcat Room
Large language models (LLMs) are already in our students’ pockets, and many use them to “get through” financial accounting rather than to learn it. This lightning talk shares a set of structured activities that channel LLM use into deeper conceptual understanding and more deliberate practice in an introductory financial accounting course, aligning with TEACHx’s focus on AI/Digital Literacy and Innovative Learning Experiences.
First, I show how I incorporate LLMs to explain accounting concepts and generate homework solutions. Students independently attempt problems, compare their work to the model’s answer, and reconcile differences by explaining which approach is correct and why. Second, I demonstrate a guided “LLM-generated study guide” activity in which the model produces an initial exam outline and students critique and revise it, adding missing concepts and correcting vague or inaccurate explanations. Third, I present a structured way for students to use LLMs with sample exams by contrasting their own timed responses with the model’s answers to drive targeted review.
For each activity, I share sample prompts, representative LLM responses, and student-facing instructions, highlighting brief evidence on student perceptions and performance. Attendees will leave with ready-to-use ideas and framing language to help students use LLMs responsibly and productively.
Speakers
avatar for Nate Chang
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Wildcat Room
  Lightning Talk

1:30pm CDT

Two stage cooperative assessments: Turning tests into learning moments
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Wildcat Room
Two-stage assessments (2SAs) are a form of cooperative learning activities (CL) applied to evaluative contexts. In stage 1, students take an exam individually and discussion is prohibited–mirroring standard practices. However, in stage 2, students form small groups and complete the same exam collaboratively. Students are given time to discuss, to try to reach consensus. Typically, no between-stages feedback is provided. To incentivize discussion, stage 1 and 2 scores are weighted and combined (typically, 85%/15%), unless stage 1 is better (100%). Decades of research have evidenced the efficacy of 2SAs for motivation, engagement, emotions, and achievement. On average, students–even high baseline scorers–consistently show large performance and learning gains after stage 2 discussion, with most exceeding the top stage 1 score in their group. However, though 2SAs have been theoretically linked to CL, the literature would benefit from more explicit empirical connections to the CL evidence base, which has shown additional socio-emotional changes (self-concept and belongingness) as a result of high-quality group interactions in 2SAs. 


In this Lightening Talk, I will provide data from two large-enrollment classes that implemented 2SAs as the main form of assessment of student learning. One class is a Biology class (400+ enrollment), the other a Psychology class (100+). Both classes used 2SAs for multiple terms. Analyses of student belonging, performance changes, quality of cooperative discussions, and open-ended satisfaction data will be provided. In sum, data suggest students generated knowledge during their discussions (gains were more than just transmitting answers), enjoyed the activities,  and spontaneously remarked on many aspects of CL and 2SAs shown to promote deep learning.  
Speakers
AM
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Wildcat Room
  Lightning Talk

1:30pm CDT

Human at the Center: Award‑Winning Educators on Gen Z, AI, and the New Learning Landscape
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Northwestern Room
Join us for a dynamic, multidisciplinary conversation with recipients of Northwestern’s University Teaching Awards, educators who exemplify excellence in undergraduate teaching. Building on Dr. Corey Seemiller’s keynote, we will explore how the attributes of today’s Gen Z learners may be reshaping our pedagogical and curricular approaches. We will highlight human‑centered uses of generative AI that deepen inquiry, strengthen feedback‑rich learning, and uphold academic integrity. Drawing from Northwestern’s Principles of Inclusive Teaching, panelists will share how they communicate sources of support for learning and cultivate a welcoming course climate, to respond compassionately to rising levels of student anxiety, stress, and cognitive overload that increasingly affect academic performance. We will close by sharing a moment of joy, a network of support, or a practice that sustains hope in a rapidly evolving teaching landscape. Hosted by the Searle Center for Advancing Learning and Teaching and moderated by Senior Director Jennifer Keys.
Speakers
EN

Elizabeth Norton

Charles Deering McCormick Associate Professor of Teaching Excellence, Northwestern University
https://communication.northwestern.edu/faculty/elizabeth-norton.html
JE

Jonathan Emery

Charles Deering McCormick Distinguished Associate Professor of Instruction, Northwestern University
https://www.mccormick.northwestern.edu/research-faculty/directory/profiles/emery-jonathan.html
avatar for Jennifer Keys

Jennifer Keys

Senior Director of the Searle Center for Advancing Learning and Teaching, Northwestern University
https://searle.northwestern.edu/about/staff-grad-postdoc/jennifer-keys.html Let’s talk about the challenges and opportunities with teaching in an AI moment, your recent classroom experiments (successes and setbacks), what sustains your instructor vitality, your favorite Chicago restaurants, and and what you’re counting down to this summer... Read More →
avatar for Aaron Peterson

Aaron Peterson

Charles Deering McCormick Distinguished Professor of Instruction, Northwestern University
https://sites.northwestern.edu/aaron/
Thursday May 14, 2026 1:30pm - 2:15pm CDT
Northwestern Room
  Panel Discussion

2:30pm CDT

AI Personas and Experiential Learning in Online Education
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Arch Room
This session introduces a new approach to designing an AI‑enhanced assessment for online learning, created to deepen student engagement and support experiential learning in a course on NCAA Compliance in the M.S. in Sports Administration Program at the Northwestern University School of Professional Studies. Developed through a cross‑departmental partnership, the project brought together learning designers, faculty, and academic staff in the Office of Distance Learning, working closely with programmers in the Northwestern Emerging Technologies Lab. Rather than adopting third‑party tools, the team became early adopters of Discourse AI, a custom-built GenAI web application used across several Northwestern courses. Discourse AI employs “AI Personas” as fictional conversation partners, allowing students to role‑play career‑relevant scenarios in a safe, low‑stakes environment. This design prioritizes inquiry, strategy, and decision‑making over simple answer generation, while ensuring instructors remain central as subject‑matter authorities through their feedback on student–AI transcripts. The resulting assignment simulated a real-world compliance investigation within Canvas—an experience previously unattainable in an asynchronous format. The presentation will outline the assignment structure, share insights from its initial implementation, present student survey data and feedback, and describe plans for refinement. Attendees will gain practical guidance for using custom AI tools to create meaningful, immersive learning experiences and expand the pedagogical potential of GenAI in higher education.
Speakers
avatar for Doug Bakker

Doug Bakker

Adjunct Faculty, Master's in Sports Administration Program and Assistant Dean of Professional Development Programs, Northwestern University
Doug Bakker worked at DePaul University for over 13 years in various capacities. Most recently as an Associate Athletics Director, he oversaw athletics compliance and worked with all of the sport programs to comply with NCAA, BIG EAST, DePaul and other state and federal requirements... Read More →
avatar for Heather Brown

Heather Brown

Learning Designer, Office of Distance Learning, Northwestern University
Heather M. Brown is a Learning Designer with more than a decade of experience supporting graduate and professional studies programs in not‑for‑profit higher education. She joined the Distance Learning team as a contractor in 2022 and transitioned to a full‑time role in 2023... Read More →
avatar for Rodolfo Vieira

Rodolfo Vieira

Manager, Academic Software Development & Innovation | Emerging Technologies Lab, Northwestern IT, Northwestern University
Technology leader leading the Emerging Technologies Lab, driving academic software development and innovation. Deploys generative AI and XR/VR/AR to accelerate research, streamline workflows, and personalize learning, advancing AI/ML and data platforms for immersive, collaborative... Read More →
avatar for Vince LaGrassa

Vince LaGrassa

Full Stack Software Developer, Academic Software Development & Innovation | Emerging Technologies Lab, Northwestern IT, Northwestern University
Vince LaGrassa is a full-stack software developer working to realize the exciting promises of emerging tech atop a foundation of intellectual integrity and academic curiosity.  His interests include web development, generative AI, and linguistics research.
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Arch Room
  Interactive Presentation

2:30pm CDT

Let’s Play Games to Improve Communication and Empathetic Understanding
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Evans Room
We all think differently. As a neurodivergent educator in a diverse classroom, I know how difficult communication can be. Sometimes understanding each other practically or empathically can be challenging. What seems obvious to one person can be confusing to another. In this event, we will learn games that creatively demonstrate the different ways we communicate and more importantly, the MANY ways we can be misunderstood. I’ll teach you games that build skills in clearer and more inclusive communication with interpersonal dynamics. Content includes a focus on how language and images can be interpreted differently. You’ll learn each game just like my students but with insider tips. Then, you’ll rotate through up to seven playing stations for hands-on experiences. A packet will be included with game directions, variations, reflection questions, etc. Apply these innovative games to the arc of a course, a specific unit, a class period, or a 15-minute exercise.  All of these have been successfully integrated into my university courses, but can be applied at any level. Pedagogically, these activities promote UDL in conjunction with gamification. 
Speakers
avatar for Prof. Maya Michele Fein
TEACHx 2026 Maya let's play games 5 16 pdf
2026 TeachX Workshop Direction Handouts updated 5 16 pdf
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Evans Room
  Interactive Presentation

2:30pm CDT

Oral Exams as Exam Wrappers
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Rock Room
While the rise of AI is helping education in many ways, it is hindering in others.  After giving an exam, I used to provide the opportunity for students to make up some points by revisiting what they got wrong and writing about what went wrong and how to fix it.  Last year, it became blatantly obvious that the majority of the class was using AI to complete this, thus defeating the objective.  Since I think there is great value in revisiting mistakes, this year I administered an oral exam to make up points.  Students knew that I could ask anything related to the exam topics.  In this talk, we will describe the experience and what we learned in the process, from student attitudes to the administrative burden.
Speakers
avatar for Ilya Mikhelson
avatar for Henry Abrahamson

Henry Abrahamson

Graduate Student, Northwestern University
https://sites.northwestern.edu/hwabrahamson/
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Rock Room
  Interactive Presentation

2:30pm CDT

Reducing UDL Implementation Barriers with AI
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Lake Room
For all the established benefits of implementing Universal Design for Learning (UDL), faculty face significant challenges putting it into practice, to the point development is done partially or abandoned entirely. In this interactive presentation, we guide instructors through the use of AI tools to reduce barriers to UDL implementation and reap the framework’s rewards. After comparing the pros and cons of various free AI models, participants will use a chosen tool and sample prompts to apply UDL principles to their own courses. Finally, we will leave everyone with baseline prompt frameworks that can be used for future UDL development. 
Speakers
avatar for Kelly Barry

Kelly Barry

Senior Instructional Designer, Office of Online Learning, Other
https://www.luc.edu/ool/aboutus/ourteam/
avatar for Chris Dickman

Chris Dickman

Senior Instructional Designer, Office of Online Learning, Loyola University Chicago
https://www.luc.edu/ool/aboutus/ourteam/
avatar for John Gurnak

John Gurnak

Director, Office of Online Learning, Loyola University Chicago
https://www.luc.edu/ool/aboutus/ourteam/
avatar for Sharmeen Islam

Sharmeen Islam

Instructional Designer, Office of Online Learning, Other
https://www.luc.edu/ool/aboutus/ourteam/
Reducing UDL Implementation Barriers with AI pptx
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Lake Room
  Interactive Presentation

2:30pm CDT

ctrl-alt-esc: a filesystem escape room
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Wildcat Room
Growing up with iPads and Chromebooks in the classroom, Gen Z didn't get the same exposure to filesystems as previous generations. Concepts of files and folders are critical to getting started in data, coding and media production labs -- but often create stumbling blocks for students who are unfamiliar with the fundamentals. I recently came up with an active learning exercise to help make those ideas stick: gamification. ctrl-alt-esc is a filesystem escape room, prompting students to navigate their way through a digital NU campus while learning about file paths, extensions and metadata. I'll walk through this specific, how it can be extended with subject-specific activities and we'll discuss strategies to come up with your own similar low-tech, high-engagement activities that help students bridge technical gaps. 
Speakers
avatar for Matt Kiefer
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Wildcat Room
  Lightning Talk

2:30pm CDT

From Compliance to Culture: Scaling Canvas Accessibility Through Faculty Development and WCAG 2.1 AA Alignment
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Wildcat Room
As higher education institutions increasingly prioritize accessibility and inclusive teaching, many institutions struggle to move beyond one-time compliance initiatives toward sustained instructional change. At the same time, many Centers for Teaching and Learning face a challenge of how to support hundreds of instructors in making meaningful accessibility improvements without overwhelming faculty or staff capacity. At a medium-sized private university, the Center for Learning Innovation has initiated a faculty development approach focused on improving accessibility within Canvas course sites. This lightning talk shares a scalable faculty-development initiative designed to help approximately course instructors to improve course accessibility within Canvas using its built-in Accessibility Checker aligned with WCAG 2.1AA standards.
This lightning talk shares how our team analyzed more than 70 Canvas courses to identify recurring accessibility issues aligned with WCAG 2.1AA standards and translated those findings into a practical instructor guide supported by the Canvas Accessibility Checker. Rather than framing accessibility as compliance requirement, we reframed accessibility work as a teaching-and-learning enhancement grounded in Universal Design for Learning (UDL).
Participants will leave with a replicable model demonstrating how they can use LMS analytics, targeted guidance, for launching or scaling similar initiatives at their own institutions to build institutional momentum toward accessible course design.



Speakers
TS
SS
avatar for Muhammad Khan

Muhammad Khan

Senior Instructional Designer, Illinois Tech
https://www.iit.edu/directory/people/muhammad-khan
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Wildcat Room
  Lightning Talk

2:30pm CDT

Human Anatomy Augmented Using Virtual Reality: An Evolution of Resources and Process
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Wildcat Room
Human anatomy is taught largely via organ-based modular system at Feinberg School of Medicine and virtual reality (VR) has been a supplemental part of the anatomy thread for years.  Changes with hardware (HoloLens discontinued and now using Meta Quest headsets) and software as well as school resources have informed the pedagogical evolution of the educational tool.  Students enjoy the VR sessions and the design of sessions have changed significantly along with school resources, hardware, software and student feedback. We will explore the evolution of resources (ie, staffing, technical expertise, headset battery limitations, software needs, accessibility, and general logistics) and its impact on authentic and fulfilling VR experiences.  
Speakers
avatar for Todd Hoagland
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Wildcat Room
  Lightning Talk

2:30pm CDT

Juxtaposing Fieldwork and AI‑Assisted Writing to Drive Innovative Teaching
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Wildcat Room
This lightning talk highlights two intentionally juxtaposed teaching innovations that advance digital literacy and innovative learning in a graduate‑level public administration course. The first is a field‑based experience in which students tour City Hall, observe a live agenda‑setting meeting, and participate in a policy workshop built around a current local issue. This immersive activity sharpens understanding of core concepts by grounding them in authentic civic practice.


In contrast, the second innovation is a fully digital memo‑writing assignment series requiring students to use generative AI tools to draft, revise, and critique professional policy memoranda. The sequence builds digital literacy, strengthens analytical writing, and promotes ethical, reflective use of AI in public‑sector contexts.


Together, these contrasting approaches—embodied field engagement and AI‑enabled analytical skill‑building—create a modern, multidimensional learning experience that prepares students to navigate both the human and technological dimensions of contemporary governance.
Speakers
avatar for Sara Kuehlhorn Friedman
Friedman TEACHx 2026 pptx
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Wildcat Room
  Lightning Talk

2:30pm CDT

Play with purpose: Bringing Theatre bedside in pediatric hospitals
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Wildcat Room
Let’s head into the forest, oh let’s explore! Theatre has the power to provide social and emotional connection, imaginative play, and laughter to children facing long-term illnesses. For undergraduate Theatre students, bringing theatre bedside to pediatric patients further instills skills in empathy, communication, and improvisation necessary for a thriving career in the arts. Situated within a course, what are the unique considerations to student learning and self-care in this work? Join our journey through the woods—thorns and all—as we bring the play Let’s Go Camping! to children’s hospitals in Chicago in Northwestern’s new course Bedside Pediatric Theatre, recipient of a 2025 Alumnae Award for Curriculum Innovation. Attendees will learn about how the course design integrated self-care practices, reflection, and university partnerships to provide a rich, meaningful, and nurturing learning experience for students.  
Speakers
avatar for Elizabeth Brendel Horn

Elizabeth Brendel Horn

Associate Professor, Theatre, Northwestern University
Elizabeth Brendel Horn (she/her) is an Associate Professor of Theatre at Northwestern University, where she specializes in Creative Drama and Theatre for Young Audiences. Previously, she was on faculty at the University of Central Florida in partnership with Orlando Family Stage... Read More →
Thursday May 14, 2026 2:30pm - 3:15pm CDT
Wildcat Room
  Lightning Talk

3:30pm CDT

Reception and Refreshments (Sponsored by LinkedIn Learning)
Thursday May 14, 2026 3:30pm - 4:30pm CDT
Louis Room
Join your colleagues for snacks and conversation following our final presentations at TEACHx.
Thursday May 14, 2026 3:30pm - 4:30pm CDT
Louis Room
 

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