BEGIN:VCALENDAR VERSION:2.0 X-WR-CALNAME:teachx2026 X-WR-CALDESC:Event Calendar METHOD:PUBLISH CALSCALE:GREGORIAN PRODID:-//Sched.com TEACHx 2026//EN X-WR-TIMEZONE:UTC BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260513T150000Z DTEND:20260513T154500Z SUMMARY:Beyond the "Banking" Model: Transforming Mandatory Courses through Agency and Sensory Learning DESCRIPTION:Can a mandatory\, reading-heavy course actually be the highlight of a student’s week? \;In many required \;courses\, students often feel like passive containers for information—what Paulo Freire calls the \;“banking concept” \;of education. This session explores how the \;Ways of Knowing \;course at Northwestern \;University in \;Qatar flipped this script. \;\nBy integrating Freire’s problem-posing method\, \;faculty and students \;transformed a daunting syllabus on colonial knowledge into an interactive laboratory for student agency. \;Presenters (faculty and students who have taken the course) \;will share how \;they \;utilized \;student-led facilitation (using Kahoot and role-play)\, sensory-based learning (field trips to the \;Bin Jelmood \;House)\, and creative expression (collaborative drawing) to build a community of inquiry. \;Attendees will \;benefit \;from the lessons learned of \;teaching \;a course \;in a \;postcolonial \;framework \;and \;how activities such as reading outside the classroom or visiting museums can balance the growing use of AI in \;education \;by \;prioritizing deep \;learning \;shared \;spaces experiences. \; \; CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Online via Zoom\, Evanston\, IL\, USA SEQUENCE:0 UID:06d7783aa85af848887297ddca2f0202 URL:http://teachx2026.sched.com/event/06d7783aa85af848887297ddca2f0202 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260513T150000Z DTEND:20260513T154500Z SUMMARY:The Empty Page in the Age of AI DESCRIPTION:As generative AI tools increasingly shape how students approach writing\, instructors face a key pedagogical question: how do we preserve the cognitive processes essential to learning while still preparing students to use emerging technologies responsibly? This session explores a teaching approach that intentionally balances AI-assisted ideation with handwritten in-class journaling to cultivate deeper thinking\, ownership\, and academic voice. Rather than banning AI or fully embracing automation\, this model sequences technology alongside deliberate moments of cognitive pause. Participants will examine how structured notebook journals—where students sit with an empty page before drafting—can foster metacognition\, reduce performance anxiety\, and strengthen confidence. The session will also demonstrate how AI can be productively integrated for brainstorming\, outlining\, and idea generation without replacing critical thinking. Attendees will engage in a brief reflective activity that mirrors the journaling practice and leave with adaptable prompts\, timing strategies\, and classroom frameworks that can be applied across disciplines. This presentation reframes uncertainty not as a barrier to learning\, but as a skill that can be intentionally taught through pacing\, structure\, and pedagogical design. CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Online via Zoom\, Evanston\, IL\, USA SEQUENCE:0 UID:4812c9b6aa869be54353953d0982bc11 URL:http://teachx2026.sched.com/event/4812c9b6aa869be54353953d0982bc11 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260513T150000Z DTEND:20260513T163000Z SUMMARY:Mind the Gap: A UDL-Informed Scaffolding Design Workshop DESCRIPTION:We've all experienced it: despite a well-crafted lesson\, clear guidelines\, and engaging delivery\, our students struggle to bridge the gap between understanding course content and applying it independently. This disconnect often shows up as surface-level engagement\, overreliance on AI tools\, or outcomes that fall short of what we know our students can achieve. The root cause is rarely student ability or motivation\; more often\, it's insufficient scaffolding paired with one-size-fits-all instruction.\nUniversal Design for Learning (UDL) reframes scaffolding as proactive\, flexible\, and inclusive by design. UDL-informed scaffolding replaces rigid support with multiple pathways that meet learners where they are\, not where we assume them to be. Research consistently shows this approach produces significant gains for underrepresented and lower-performing students\, positioning it as both good pedagogy and a powerful equity-promoting practice.\nIn this interactive workshop\, we'll share key findings from the research and then get to work. You'll analyze task complexity through a UDL lens\, design three-phase scaffolding sequences (pre-task\, during-task\, and post-task) with built-in flexibility\, and receive peer feedback on a scaffold you can implement immediately. Whether you're a seasoned instructor or just getting started\, you'll leave with a practical UDL-informed scaffolding plan ready for your next class. CATEGORIES:WORKSHOP LOCATION:Online via Zoom\, Evanston\, IL\, USA SEQUENCE:0 UID:038b5b5de4ae3f436abac1f480a7afc8 URL:http://teachx2026.sched.com/event/038b5b5de4ae3f436abac1f480a7afc8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260513T160000Z DTEND:20260513T164500Z SUMMARY:Culture Shift: Building a Movement for Inclusive Digital Learning DESCRIPTION:Changing a culture doesn’t happen overnight\, nor is it a solo venture. Historically\, in academia\, ensuring that educational materials are accessible has been an afterthought or seen as an add-on that leads to extra work. Knowing that accessible materials are necessary for many\, beneficial for all\, and legally required\, Northwestern and the University of Chicago set out to change the culture around digital accessibility at their respective institutions to a more proactive approach that’s integrated into workflows…and it’s working!\nThis session will explore both universities’ journey toward creating a more accessible digital environment. Discussion will focus on each university’s unique\, flexible\, agile\, data-driven approach that not only created initial success\, but quickly adapted to amplify the success and build a movement that’s put the Chicago area at the forefront of accessible digital learning environment design. The presentation will also discuss the importance of partnerships both within and across institutions\, and how to cultivate and sustain them. The lessons learned in creating this culture shift can be applied beyond accessibility and across course development. \;  \; CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Online via Zoom\, Evanston\, IL\, USA SEQUENCE:0 UID:7e5ff823bbb74502b6da4190bda66d23 URL:http://teachx2026.sched.com/event/7e5ff823bbb74502b6da4190bda66d23 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260513T160000Z DTEND:20260513T164500Z SUMMARY:The Reading Crisis: The Reading Opportunity? DESCRIPTION:The claim that "crisis" and "opportunity" share a common root in Chinese is widely repeated but factually incorrect. Even so\, crises carry a dual character: capable of genuine destruction while simultaneously compelling a reexamination of prevailing assumptions.\n\n\nThis webinar takes that duality as its premise. Rather than treating the so-called "reading crisis" in the age of AI as cause for alarm\, the session approaches it as an invitation to more rigorous thinking. Drawing on current evidence about reading performance and evolving literacy practices\, it redirects attention toward the fundamental question of what reading is for\, a reframing that\, in turn\, opens more productive avenues for response.\n\n\nThe session concludes with concrete\, classroom-ready strategies for higher education practitioners\, offering substantive approaches to deepening comprehension and sustaining meaningful engagement with texts\, as well as a demonstration of how AI\, when thoughtfully integrated\, may function as a resource in support of reading rather than an obstacle to it. CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Online via Zoom\, Evanston\, IL\, USA SEQUENCE:0 UID:086d72132870568a1801863a7378bb2e URL:http://teachx2026.sched.com/event/086d72132870568a1801863a7378bb2e END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260513T170000Z DTEND:20260513T171500Z SUMMARY:AI-First Learning Environment Redesign DESCRIPTION:As generative AI becomes embedded in students' creative and analytical workflows\, traditional assessment models must evolve. This lightning talk showcases how StratCom 310 was redesigned into an “AI‑first” learning environment that embraces student use of AI while safeguarding authenticity and deep learning. Working from a real client brief for YSL’s \;Le Vestiaire des Parfums\, students used AI transparently to brainstorm\, critique\, and prototype campaign concepts. Assessment shifted from polished outputs to reasoning\, transfer\, and evidence‑based decision‑making. The session illustrates how AI‑supported processes can strengthen digital literacy\, algorithmic transparency\, and critical engagement across creative and marketing courses. CATEGORIES:LIGHTNING TALK LOCATION:Online via Zoom\, Evanston\, IL\, USA SEQUENCE:0 UID:741b579bbad1122bda07dfc93f6f7aae URL:http://teachx2026.sched.com/event/741b579bbad1122bda07dfc93f6f7aae END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260513T170000Z DTEND:20260513T171500Z SUMMARY:Is Your LMS Gradebook Holding Your Grading Practices Back? DESCRIPTION:A growing movement has challenged the accuracy and equity of commonly-used grading systems\, leading to  \;practices like standards-based grading\, specifications grading\, and ungrading as possible alternatives. While promising pedagogically\, these practices are often difficult to sustain in reality.  \;This talk will focus on the role of gradebooks and the way they may nudge us either to continue old practices and discourage adoption of new practices or to lean into more promising practices. The talk will follow the author’s personal experience with alternative grading systems and with a beta-version of a gradebook designed to support alternative grading rather than traditional grading. \; CATEGORIES:LIGHTNING TALK LOCATION:Online via Zoom\, Evanston\, IL\, USA SEQUENCE:0 UID:a204b8925606149027382544668d653a URL:http://teachx2026.sched.com/event/a204b8925606149027382544668d653a END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260513T171500Z DTEND:20260513T173000Z SUMMARY:Amazon Web Services Sponsored Presentation: AI in Practice – How to integrate AI and Cloud skills into your Classes DESCRIPTION:See how AWS can help you integrate AI into your classroom from the novice to the expert and help better prepare your students for the workforce of tomorrow.  \;This session will highlight strategies\, programs and tactics you can take advantage of\, no prior knowledge needed. \; CATEGORIES:SPONSOR PRESENTATION LOCATION:Online via Zoom\, Evanston\, IL\, USA SEQUENCE:0 UID:e01052507c7c8bc42d7724e3f64da9ea URL:http://teachx2026.sched.com/event/e01052507c7c8bc42d7724e3f64da9ea END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260513T180000Z DTEND:20260513T184500Z SUMMARY:Building Accessible Learning Tools and Materials with AI DESCRIPTION:This interactive 45-minute session invites educators to actively build accessible learning materials using AI. Participants will follow along as we use tools like Claude and other AI platforms to create accessible PDFs\, documents\, and simple accessibility-focused apps that can be freely shared. Drawing from ongoing research and real-world consulting\, the session emphasizes practical workflows grounded in Universal Design for Learning (UDL) and core accessibility principles. Attendees will leave with concrete examples\, reusable prompts\, and a clearer understanding of how AI can support while not replacing ethical\, inclusive teaching practices focused on human-centered critical thinking. CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Online via Zoom\, Evanston\, IL\, USA SEQUENCE:0 UID:bad0bfd94478cfa72fc1e80ff8ea242b URL:http://teachx2026.sched.com/event/bad0bfd94478cfa72fc1e80ff8ea242b END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260513T180000Z DTEND:20260513T184500Z SUMMARY:Teaching AI With AI: A Claude-Powered Repository for Graduate Students DESCRIPTION:Graduate students in AI courses face a paradox: the very technology they are studying is generating an overwhelming flood of learning materials\, making it harder\, not easier\, to learn. For working professionals balancing demanding careers\, families\, and graduate coursework\, "overwhelm fatigue" is real — and it is undermining engagement with one of the most important topics of our time.\nThis session introduces a structured solution: a Claude-powered learning repository designed to give time-constrained graduate students a navigable\, personalized entry point into generative AI concepts. Rather than confronting students with an undifferentiated mass of videos\, blogposts\, and references\, the repository uses carefully designed prompts to help each student find their own path through the material.\nThe session includes a live demonstration — attendees will watch an actual interaction between the presenter and Claude in real time — and participants are invited to engage directly during the session. Attendees will leave with a replicable framework\, available as a downloadable PDF\, that faculty across disciplines can adapt to build their own Claude-powered course repositories. CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Online via Zoom\, Evanston\, IL\, USA SEQUENCE:0 UID:25f54185193b0167a8075c56c88e4d79 URL:http://teachx2026.sched.com/event/25f54185193b0167a8075c56c88e4d79 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260513T180000Z DTEND:20260513T193000Z SUMMARY:Fostering Collaborative Learning Communities in the Classroom: From Insecurity to Support DESCRIPTION:Encouraging a group of students who are strangers to support each other and work through the anxieties and insecurities of learning together can be a considerable challenge for educators. While there is a significant body of research that supports the effectiveness of collaborative learning\, Kaendler\, Wiedmann\, Rummel and Spada have demonstrated that an instructor’s ability to facilitate “quality” interactions between students in collaborative work is crucial for the success of this method (Kaendler et al. 2015). When done well\, collaborative learning teaches students’ emotional resilience as they face their own social insecurities and supports inclusive classrooms by centering the identities and experiences of individual students within collaborative relationships. In this workshop\, we will work on our ability to foster collaborative classrooms by first experiencing and creating collaborative learning for ourselves. We will introduce and experience 15 different techniques\, ranging from quick collaborative brainstorming to in-depth\, long-term collaborative learning reflections. We will then work together to document and review our learning. Participants will leave the session having identified cooperative learning strategies to apply to their own teaching and with a plan to address any challenges they foresee in using these strategies in their classrooms. CATEGORIES:WORKSHOP LOCATION:Online via Zoom\, Evanston\, IL\, USA SEQUENCE:0 UID:c0f8b05a18e3e57bdf3dd407aa928750 URL:http://teachx2026.sched.com/event/c0f8b05a18e3e57bdf3dd407aa928750 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260513T190000Z DTEND:20260513T194500Z SUMMARY:Demystifying Design: Practical Tools for Planning Courses and Programs DESCRIPTION:Engage with innovative tools to master course and program design—plan learning with purpose\, align objectives\, and create courses and programs that work for both instructors and students. The Course Design Helper\, \;Instructional Design Wizard\, and Program Design Wizard are three free\, user-friendly\, publicly available tools that provide step-by-step guidance for course and program planning and development. See how they were created\, how they have been implemented\, and how you could use these tools and the principles behind them to support your own course and program design. Collaborate with colleagues to experiment with these tools\, analyze case studies\, and share best practices for course and program design. \; CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Online via Zoom\, Evanston\, IL\, USA SEQUENCE:0 UID:5ce1eb62bc89c46b0eb6d8f3502c427b URL:http://teachx2026.sched.com/event/5ce1eb62bc89c46b0eb6d8f3502c427b END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260513T190000Z DTEND:20260513T194500Z SUMMARY:Soul-Made Learning: Bridging the Clarity Gap Between AI and Human Sense-Making DESCRIPTION:As generative AI increasingly automates the "final product\," higher education faces a crisis of cognitive atrophy. \;When AI provides solutions instantly\, it skips the "earned struggle" essential for long-term retention. \;This session introduces Somagraphic Learning™: a human-first visual cognitive framework designed to bridge the Clarity Gap between AI data volume and human sense-making capacity.\n\n\nMoving beyond traditional "AI-first" workflows\, this interactive presentation demonstrates how to reposition AI as a "Follower" rather than a "Leader". \;Participants will engage with the Shape-Emotion Grammar™\, \;a pre-verbal language that uses perceptual cues like circles for safety\, boxes for structure\, and arrows for movement to anchor understanding before a single prompt is typed.\n\n\nWe will workshop a virtual "Attempt → Map → Refine" process\, where learners externalize ideas through hand-drawn motion (on paper or digital whiteboards) before utilizing AI for optimization. \;By the end of this session\, educators will possess a replicable strategy to protect the "Human Edge"\, ensure academic integrity through somatic principles\, and foster a "soul-made" environment where technology supports\, rather than replaces\, the human mind. CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Online via Zoom\, Evanston\, IL\, USA SEQUENCE:0 UID:e291050599841d2c10a1f5cdf679328e URL:http://teachx2026.sched.com/event/e291050599841d2c10a1f5cdf679328e END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T131500Z DTEND:20260514T193000Z SUMMARY:Thursday Registration DESCRIPTION:Stop by the Registration Desk to check-in to TEACHx and claim your name badge. \; CATEGORIES: LOCATION:Louis Lobby\, Evanston\, IL\, USA SEQUENCE:0 UID:9280da63b464cb56adeb71b26fa918ec URL:http://teachx2026.sched.com/event/9280da63b464cb56adeb71b26fa918ec END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T133000Z DTEND:20260514T143000Z SUMMARY:Breakfast DESCRIPTION:Grab some coffee and a snack to kick off your day at TEACHx! \; CATEGORIES: LOCATION:Northwestern Room\, Evanston\, IL\, USA SEQUENCE:0 UID:a30975c0202f4305eba2c7000f97feca URL:http://teachx2026.sched.com/event/a30975c0202f4305eba2c7000f97feca END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T133000Z DTEND:20260514T203000Z SUMMARY:Emerging Technologies Lab: AI Reality Room DESCRIPTION: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. CATEGORIES: LOCATION:Armadillo Room\, Evanston\, IL\, USA SEQUENCE:0 UID:b345e7dc9be0d4687e0d8734884ea6a2 URL:http://teachx2026.sched.com/event/b345e7dc9be0d4687e0d8734884ea6a2 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T133000Z DTEND:20260514T141500Z SUMMARY:Chatting with Alberto: Using an AI Chatbot in a Beginner Spanish Course DESCRIPTION: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.\n \;\nThis 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.\n \;\nThe 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. CATEGORIES:DIGITAL POSTER LOCATION:Northwestern Room\, Evanston\, IL\, USA SEQUENCE:0 UID:68679ee8f100a9322a2e59e6a41b4d74 URL:http://teachx2026.sched.com/event/68679ee8f100a9322a2e59e6a41b4d74 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T133000Z DTEND:20260514T141500Z SUMMARY:Exploring Writing Across the Curriculum through Interactive Discussion DESCRIPTION: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.\nWAC/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.\nThrough open discussion with presenters\, audience members wi CATEGORIES:DIGITAL POSTER LOCATION:Northwestern Room\, Evanston\, IL\, USA SEQUENCE:0 UID:2a1c6a62b45f92067dda42e041853331 URL:http://teachx2026.sched.com/event/2a1c6a62b45f92067dda42e041853331 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T133000Z DTEND:20260514T141500Z SUMMARY:Facilitating a Master’s Research Project Sequence for Career-Readiness DESCRIPTION: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.\n\n\nThe 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.\n\n\n CATEGORIES:DIGITAL POSTER LOCATION:Northwestern Room\, Evanston\, IL\, USA SEQUENCE:0 UID:e374d38b38a2102be310f1a66b0e9ea8 URL:http://teachx2026.sched.com/event/e374d38b38a2102be310f1a66b0e9ea8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T133000Z DTEND:20260514T141500Z SUMMARY:From "Career Preparation" to "Career Access" in an Uncertain Job Market DESCRIPTION: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.\n\n\nThis 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.\n\n\nThrough 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. CATEGORIES:DIGITAL POSTER LOCATION:Northwestern Room\, Evanston\, IL\, USA SEQUENCE:0 UID:5f8a5e86e9b2e5c1f0583426d907d02d URL:http://teachx2026.sched.com/event/5f8a5e86e9b2e5c1f0583426d907d02d END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T133000Z DTEND:20260514T141500Z SUMMARY:From Scrolling to Reflection: Using Comics to Build Media Literacy and Critical Thinking DESCRIPTION: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. \;\n\n\nExamples 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. \;\n\n\nAdditionally\, 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. CATEGORIES:DIGITAL POSTER LOCATION:Northwestern Room\, Evanston\, IL\, USA SEQUENCE:0 UID:f587be3efad547dd4741ecfb8412ddb3 URL:http://teachx2026.sched.com/event/f587be3efad547dd4741ecfb8412ddb3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T133000Z DTEND:20260514T141500Z SUMMARY:Generative AI and The Role Students Need to Play for Effective Outcomes DESCRIPTION: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. \; \;\n \;\n \;\nInformation included will be: \;\n \;\nthe 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. CATEGORIES:DIGITAL POSTER LOCATION:Northwestern Room\, Evanston\, IL\, USA SEQUENCE:0 UID:40cadaffcc18833cabca9ce4a8803be4 URL:http://teachx2026.sched.com/event/40cadaffcc18833cabca9ce4a8803be4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T133000Z DTEND:20260514T141500Z SUMMARY:Immigration Enforcement and the Novice Educator Experience: Well-Being and Instructional Decision-Making During Operation Midway Blitz DESCRIPTION: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.\nParticipants 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.\nAligned 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.\nAttendees 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. CATEGORIES:DIGITAL POSTER LOCATION:Northwestern Room\, Evanston\, IL\, USA SEQUENCE:0 UID:26e1a3ea6c637fb29135271a683b2319 URL:http://teachx2026.sched.com/event/26e1a3ea6c637fb29135271a683b2319 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T133000Z DTEND:20260514T141500Z SUMMARY:Shaping Narratives from Digital Collections DESCRIPTION: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. CATEGORIES:DIGITAL POSTER LOCATION:Northwestern Room\, Evanston\, IL\, USA SEQUENCE:0 UID:b647cf8660c73ca8d8330ad7391c1344 URL:http://teachx2026.sched.com/event/b647cf8660c73ca8d8330ad7391c1344 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T133000Z DTEND:20260514T141500Z SUMMARY:The ‘4R’ Development and Outreach Cycle of an Inclusive Teaching Resource DESCRIPTION: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. CATEGORIES:DIGITAL POSTER LOCATION:Northwestern Room\, Evanston\, IL\, USA SEQUENCE:0 UID:de56252d0c0b07edcaee4d1462b1f250 URL:http://teachx2026.sched.com/event/de56252d0c0b07edcaee4d1462b1f250 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T133000Z DTEND:20260514T141500Z SUMMARY:Women’s Cardiac Health: A Health Equity and Advocacy Learning workshop DESCRIPTION: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. \; CATEGORIES:DIGITAL POSTER LOCATION:Northwestern Room\, Evanston\, IL\, USA SEQUENCE:0 UID:16598eb642011372668e64749d4d5466 URL:http://teachx2026.sched.com/event/16598eb642011372668e64749d4d5466 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T133000Z DTEND:20260514T143000Z SUMMARY:The Opposite of Cheating: Teaching for Integrity in the Age of AI (Sponsored by Perusall) DESCRIPTION:Previous registration required\, sponsored by Perusall CATEGORIES:PERUSALL BOOK CLUB LOCATION:Lake Room\, Evanston\, IL\, USA SEQUENCE:0 UID:3192324796a71f9fbd41a8ad9683d66a URL:http://teachx2026.sched.com/event/3192324796a71f9fbd41a8ad9683d66a END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T143000Z DTEND:20260514T153000Z SUMMARY:Who is Generation Z? (Sponsored by Poll Everywhere) DESCRIPTION: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.  \;\nThis 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. \;\nMajor Themes: \;\nUnderstanding 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 \; \;\nLearning Outcomes: \;\nParticipants 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. \;\n CATEGORIES:KEYNOTE LOCATION:Louis Room\, Evanston\, IL\, USA SEQUENCE:0 UID:0dcdebecb7db9f16384a45bdfacef91a URL:http://teachx2026.sched.com/event/0dcdebecb7db9f16384a45bdfacef91a END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T154500Z DTEND:20260514T163000Z SUMMARY:Designing the Unthought: Speculative Pedagogy and AI in the Classroom DESCRIPTION: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?\n\n\nThis 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.\n\n\nRather 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. CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Northwestern Room\, Evanston\, IL\, USA SEQUENCE:0 UID:01d7c4d7c6e8511cf4b0fca7c676bd17 URL:http://teachx2026.sched.com/event/01d7c4d7c6e8511cf4b0fca7c676bd17 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T154500Z DTEND:20260514T171500Z SUMMARY:Climbing the Ladder to Course Success: Essential Practices for New Courses DESCRIPTION: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. \;\n\n\nParticipants 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.\n\n\nThis 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.\n CATEGORIES:WORKSHOP LOCATION:Arch Room\, Evanston\, IL\, USA SEQUENCE:0 UID:98f962eb4ef6e13e00bf13159808ecc7 URL:http://teachx2026.sched.com/event/98f962eb4ef6e13e00bf13159808ecc7 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T154500Z DTEND:20260514T171500Z SUMMARY:From Scroll to Strategy: Teaching with Pop Culture Artifacts Without the Cringe DESCRIPTION: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.\nParticipants will learn an \;Artifact Lab method that moves students through three steps:\nConsume (quick observation: what do you notice?)Analyze (what’s the persuasion move? what’s the message strategy?)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. CATEGORIES:WORKSHOP LOCATION:Big Ten Room\, Evanston\, IL\, USA SEQUENCE:0 UID:509be712e5f0e896bd106a6584df20e9 URL:http://teachx2026.sched.com/event/509be712e5f0e896bd106a6584df20e9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T154500Z DTEND:20260514T171500Z SUMMARY:From the Classroom to the Studio: Integrating Podcasting into Assignments DESCRIPTION: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.\nThe 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.\nThe 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.\nIn 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.\n CATEGORIES:WORKSHOP LOCATION:Lake Room\, Evanston\, IL\, USA SEQUENCE:0 UID:4694d6f67e847c3729ef00c44b0759ef URL:http://teachx2026.sched.com/event/4694d6f67e847c3729ef00c44b0759ef END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T154500Z DTEND:20260514T171500Z SUMMARY:It Ain’t Just an Add-on: The Arts\, Wellness and Action Beyond the Buzz Words DESCRIPTION: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. \;\n\n\nThe 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. CATEGORIES:WORKSHOP LOCATION:Evans Room\, Evanston\, IL\, USA SEQUENCE:0 UID:5bf21029649d14c91590cded6f85de2d URL:http://teachx2026.sched.com/event/5bf21029649d14c91590cded6f85de2d END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T154500Z DTEND:20260514T171500Z SUMMARY:Neurodiversity-Friendly Approaches to Teaching: Perspectives from The Writing Place DESCRIPTION:The Writing Place (WP) is Northwestern&rsquo\;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.\n\n\nThe 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. \;\n CATEGORIES:WORKSHOP LOCATION:Wildcat Room\, Evanston\, IL\, USA SEQUENCE:0 UID:669cebaa3a7a931fc718df1deabb966d URL:http://teachx2026.sched.com/event/669cebaa3a7a931fc718df1deabb966d END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T154500Z DTEND:20260514T171500Z SUMMARY:Restorative Justice Teaching and Learning in Jails: Inside Out and the Pedagogy of the Oppressed DESCRIPTION: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. CATEGORIES:WORKSHOP LOCATION:Rock Room\, Evanston\, IL\, USA SEQUENCE:0 UID:f4c43a011cc445f35a4cb494f7a26527 URL:http://teachx2026.sched.com/event/f4c43a011cc445f35a4cb494f7a26527 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T163500Z DTEND:20260514T172000Z SUMMARY:Student Perspectives on Learning in an AI-informed World DESCRIPTION:How are Northwestern students actually navigating AI in their learning—and what does that mean for teaching? \nIn this panel\, undergraduate and graduate students share candid perspectives on how AI shows up in their coursework\, decision‑making\, and sense of academic integrity. \nThrough 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.\nModerator: Anna Luce\, Lead Learning Engineer\nStudent panelists: Melanie Medina\, Trinity Barnett\, \;Gracie Shaw-Rothberg\, and Mohamed Ibrahim. \;\n\n\n\n CATEGORIES:PANEL DISCUSSION LOCATION:Northwestern Room\, Evanston\, IL\, USA SEQUENCE:0 UID:201d6f30fcb485a54d020fefb8da6ab4 URL:http://teachx2026.sched.com/event/201d6f30fcb485a54d020fefb8da6ab4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T173000Z DTEND:20260514T183000Z SUMMARY:Lunch DESCRIPTION:\n CATEGORIES: LOCATION:Louis Room\, Evanston\, IL\, USA SEQUENCE:0 UID:d3dd5b1ddeaf14af76584bdcf1db6ace URL:http://teachx2026.sched.com/event/d3dd5b1ddeaf14af76584bdcf1db6ace END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T180000Z DTEND:20260514T182000Z SUMMARY:Canvas Hall of Fame Ceremony\, Sponsored by Instructure DESCRIPTION:Celebrate the instructors who went above and beyond to create engaging experiences for their students using Canvas!\n\n CATEGORIES:SPONSOR PRESENTATION LOCATION:Louis Room\, Evanston\, IL\, USA SEQUENCE:0 UID:aeda16a866e7b121342f4fbedd4988b4 URL:http://teachx2026.sched.com/event/aeda16a866e7b121342f4fbedd4988b4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T183000Z DTEND:20260514T191500Z SUMMARY:Access\, Agency\, and AI: Reimagining the Heritage Language Classroom DESCRIPTION: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.\n\n\nGuided 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.\n\n\nTo 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.\n\n\nParticipants 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. CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Arch Room\, Evanston\, IL\, USA SEQUENCE:0 UID:123d770669473435f76195e7c52ce146 URL:http://teachx2026.sched.com/event/123d770669473435f76195e7c52ce146 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T183000Z DTEND:20260514T191500Z SUMMARY:AI + Human Workflow: Scaling Video Accessibility in Higher Ed DESCRIPTION: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).  \; \;\nFocused 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.  \;\nThe 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. \; CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Lake Room\, Evanston\, IL\, USA SEQUENCE:0 UID:86a3eb3eecdec82f9c4d53a069271e34 URL:http://teachx2026.sched.com/event/86a3eb3eecdec82f9c4d53a069271e34 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T183000Z DTEND:20260514T191500Z SUMMARY:Keeping Healthcare & Education Human in the Age of AI and Automation DESCRIPTION: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&rsquo\;s ability to interpret\, contextualize\, and communicate.\n\n\nThe 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.\n\n\nUltimately\, 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.\n CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Evans Room\, Evanston\, IL\, USA SEQUENCE:0 UID:bf5c9143742c22ada51240462da92d37 URL:http://teachx2026.sched.com/event/bf5c9143742c22ada51240462da92d37 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T183000Z DTEND:20260514T191500Z SUMMARY:Reimagining Piano Pedagogy: Motion Capture Technology for Enhanced Learning and Accessibility DESCRIPTION: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.\n\n\nOur 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.\n\n\nThrough 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. CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Rock Room\, Evanston\, IL\, USA SEQUENCE:0 UID:2063ca6ffeeac2cf793190536c47e9c4 URL:http://teachx2026.sched.com/event/2063ca6ffeeac2cf793190536c47e9c4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T183000Z DTEND:20260514T191500Z SUMMARY:AI-Supported Development for Emerging Higher Education Leaders DESCRIPTION:As part of Northwestern&rsquo\;s \;Higher Education Administration and Policy Program\, master&rsquo\;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&rsquo\; understanding of leadership theory and professional competencies. \; \;\nStudents 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&rsquo\;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. \;\nSurvey data from the activity explores how \;students use AI\, \;how \;AI influenced learning \;in the classroom\, and students&rsquo\; evolving views on AI \;use. \;\nParticipants \;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.\n CATEGORIES:LIGHTNING TALK LOCATION:Wildcat Room\, Evanston\, IL\, USA SEQUENCE:0 UID:ef807c62265ca8588727dc041849881e URL:http://teachx2026.sched.com/event/ef807c62265ca8588727dc041849881e END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T183000Z DTEND:20260514T191500Z SUMMARY:Back to the Future: The "New" Innovation of the Paper Handout DESCRIPTION: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.\n CATEGORIES:LIGHTNING TALK LOCATION:Wildcat Room\, Evanston\, IL\, USA SEQUENCE:0 UID:222919ac9b92daafa1c8c39f0071f4c8 URL:http://teachx2026.sched.com/event/222919ac9b92daafa1c8c39f0071f4c8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T183000Z DTEND:20260514T191500Z SUMMARY:Equity Intentions vs. Equity Infrastructure DESCRIPTION: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?\n\n\nDrawing 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. \n\nParticipants will be invited to reconsider how equity shows up\, not just in mission statements or interpersonal practice\, but in the architecture of learning environments. CATEGORIES:LIGHTNING TALK LOCATION:Wildcat Room\, Evanston\, IL\, USA SEQUENCE:0 UID:27b8e7dd031b10ae72c9a3467f71ef79 URL:http://teachx2026.sched.com/event/27b8e7dd031b10ae72c9a3467f71ef79 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T183000Z DTEND:20260514T191500Z SUMMARY:From Copy-Paste to Critique: Structuring Large Language Model Use in Teaching Financial Accounting DESCRIPTION:Large language models (LLMs) are already in our students&rsquo\; pockets\, and many use them to &ldquo\;get through&rdquo\; 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&rsquo\;s focus on AI/Digital Literacy and Innovative Learning Experiences.\nFirst\, I show how I incorporate LLMs to explain accounting concepts and generate homework solutions. Students independently attempt problems\, compare their work to the model&rsquo\;s answer\, and reconcile differences by explaining which approach is correct and why. Second\, I demonstrate a guided &ldquo\;LLM-generated study guide&rdquo\; 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&rsquo\;s answers to drive targeted review.\nFor 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.\n CATEGORIES:LIGHTNING TALK LOCATION:Wildcat Room\, Evanston\, IL\, USA SEQUENCE:0 UID:8e8121da6b769e9f3a21dbfd86fbb2f9 URL:http://teachx2026.sched.com/event/8e8121da6b769e9f3a21dbfd86fbb2f9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T183000Z DTEND:20260514T191500Z SUMMARY:Two stage cooperative assessments: Turning tests into learning moments DESCRIPTION: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. \;\n\n\nIn 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.  \; CATEGORIES:LIGHTNING TALK LOCATION:Wildcat Room\, Evanston\, IL\, USA SEQUENCE:0 UID:d338ddd9839f4de2741f649ecce12cbb URL:http://teachx2026.sched.com/event/d338ddd9839f4de2741f649ecce12cbb END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T183000Z DTEND:20260514T191500Z SUMMARY:Human at the Center: Award‑Winning Educators on Gen Z\, AI\, and the New Learning Landscape DESCRIPTION: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. CATEGORIES:PANEL DISCUSSION LOCATION:Northwestern Room\, Evanston\, IL\, USA SEQUENCE:0 UID:5d7ba4f94ccd1b84057b42b93940eaf9 URL:http://teachx2026.sched.com/event/5d7ba4f94ccd1b84057b42b93940eaf9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T193000Z DTEND:20260514T201500Z SUMMARY:AI Personas and Experiential Learning in Online Education DESCRIPTION: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. CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Arch Room\, Evanston\, IL\, USA SEQUENCE:0 UID:85e6d29254294d1de1bd2d33b45fa464 URL:http://teachx2026.sched.com/event/85e6d29254294d1de1bd2d33b45fa464 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T193000Z DTEND:20260514T201500Z SUMMARY:Let’s Play Games to Improve Communication and Empathetic Understanding DESCRIPTION: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. \; CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Evans Room\, Evanston\, IL\, USA SEQUENCE:0 UID:d880303b0dee083c89cbf71558285830 URL:http://teachx2026.sched.com/event/d880303b0dee083c89cbf71558285830 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T193000Z DTEND:20260514T201500Z SUMMARY:Oral Exams as Exam Wrappers DESCRIPTION: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. CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Rock Room\, Evanston\, IL\, USA SEQUENCE:0 UID:c013eb4af69e57e4818a519abbc89856 URL:http://teachx2026.sched.com/event/c013eb4af69e57e4818a519abbc89856 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T193000Z DTEND:20260514T201500Z SUMMARY:Reducing UDL Implementation Barriers with AI DESCRIPTION: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. \; CATEGORIES:INTERACTIVE PRESENTATION LOCATION:Lake Room\, Evanston\, IL\, USA SEQUENCE:0 UID:4a784dc9dccc1f853007c4b4dcc25098 URL:http://teachx2026.sched.com/event/4a784dc9dccc1f853007c4b4dcc25098 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T193000Z DTEND:20260514T201500Z SUMMARY:ctrl-alt-esc: a filesystem escape room DESCRIPTION: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. \; CATEGORIES:LIGHTNING TALK LOCATION:Wildcat Room\, Evanston\, IL\, USA SEQUENCE:0 UID:f441dbaf117083a8021b24bbe9bd6f18 URL:http://teachx2026.sched.com/event/f441dbaf117083a8021b24bbe9bd6f18 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T193000Z DTEND:20260514T201500Z SUMMARY:From Compliance to Culture: Scaling Canvas Accessibility Through Faculty Development and WCAG 2.1 AA Alignment DESCRIPTION: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).\nParticipants 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.\n\n\n\n CATEGORIES:LIGHTNING TALK LOCATION:Wildcat Room\, Evanston\, IL\, USA SEQUENCE:0 UID:b03519e51fc1b83d2652387af7fb4ba9 URL:http://teachx2026.sched.com/event/b03519e51fc1b83d2652387af7fb4ba9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T193000Z DTEND:20260514T201500Z SUMMARY:Human Anatomy Augmented Using Virtual Reality: An Evolution of Resources and Process DESCRIPTION: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.  \; CATEGORIES:LIGHTNING TALK LOCATION:Wildcat Room\, Evanston\, IL\, USA SEQUENCE:0 UID:97518af3f22e8327d26e2ec11ec5eaed URL:http://teachx2026.sched.com/event/97518af3f22e8327d26e2ec11ec5eaed END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T193000Z DTEND:20260514T201500Z SUMMARY:Juxtaposing Fieldwork and AI‑Assisted Writing to Drive Innovative Teaching DESCRIPTION: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.\n\n\nIn 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.\n\n\nTogether\, these contrasting approaches&mdash\;embodied field engagement and AI‑enabled analytical skill‑building&mdash\;create a modern\, multidimensional learning experience that prepares students to navigate both the human and technological dimensions of contemporary governance.\n CATEGORIES:LIGHTNING TALK LOCATION:Wildcat Room\, Evanston\, IL\, USA SEQUENCE:0 UID:7e53311cf92c2585bb27a2350d8113b2 URL:http://teachx2026.sched.com/event/7e53311cf92c2585bb27a2350d8113b2 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T193000Z DTEND:20260514T201500Z SUMMARY:Play with purpose: Bringing Theatre bedside in pediatric hospitals DESCRIPTION: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.  \; CATEGORIES:LIGHTNING TALK LOCATION:Wildcat Room\, Evanston\, IL\, USA SEQUENCE:0 UID:66c600d683dda44b06a7b16e92527796 URL:http://teachx2026.sched.com/event/66c600d683dda44b06a7b16e92527796 END:VEVENT BEGIN:VEVENT DTSTAMP:20260520T231701Z DTSTART:20260514T203000Z DTEND:20260514T213000Z SUMMARY:Reception and Refreshments (Sponsored by LinkedIn Learning) DESCRIPTION:Join your colleagues for snacks and conversation following our final presentations at TEACHx. CATEGORIES: LOCATION:Louis Room\, Evanston\, IL\, USA SEQUENCE:0 UID:1871bb4595cb536ab94bf319b3aafbd3 URL:http://teachx2026.sched.com/event/1871bb4595cb536ab94bf319b3aafbd3 END:VEVENT END:VCALENDAR