2026-2027 VPAA Faculty Learning and Engagement Series

See our 2026–2027 Faculty Learning and Engagement flyer for more information on how to enter a raffle for a $250 Recognized Incentive Activity (RIA) deposit.

Title IX: What do Faculty Need to Know? - Presented by Ms. Brandy Rocheleau

60-minute presentation| In this session, led by Ms. Brandy Rocheleau, you'll get to know Title IX's mandatory reporting requirements for faculty as well as the procedures followed after a report is submitted, support and reasonable modifications for pregnant students under Title IX, and learn more supportive measures for impacted students. Faculty will have opportunities to ask questions, get an overview of how Title IX is administered at Ball State, and ensure they understand their role in the process. 

Classroom Civility and Shared Accountability: Workshop for Faculty  - Presented by Dr. Linh Littleford and  Dr. Stephanie Simon-Dack 

90-minute presentation | This interactive, 90-minute workshop will include a review of the faculty-developed toolkit designed to foster inclusiveness, civility, and shared accountability in learning environments through relationship-rich practices.

Attendees will have the opportunity to practice these strategies by:  

  • Workshopping scenarios in the classroom where students express concern or distress to course content.
  • Identifying best practices and strategies to address and to de-escalate potentially contentious situations.

To register for one of 8 sessions during 2026-2027, go to Workday Learning (Click on "Select Offering"). 

  • Friday, September 25, 2026 from 2:00-3:30p.m. (SC 301-302) 
  • Monday October 5, 2026 from 10:30a.m.-12:00p.m. (SC 301-302)
  • October 19, 2026 from 11:00a.m.-12:30p.m. (Zoom) 
  • Thursday, November 5, 2026 from 9:00-10:30a.m. (SC 301-302) 
  • Monday, January 25, 2027 from 9:00-10:30a.m. (SC 301-302) 
  • Tuesday, February 16, 2027 from 2:30-4:00p.m. (Zoom) 
  • Thursday, March 11, 2027 from 1:30-3:00p.m. (SC 301-302)
  • Wednesday, April 21, 2027 from 1:00-2:30p.m. (SC 301-302) 

Freedom of Expression and Academic Freedom in the Learning Environment - Presented by Ms. Kevonna Tyler and Dr. Stephanie Simon-Dack 

90-minute presentation in-person| This in-person, 90-minute presentation explores how freedom of expression and academic freedom are foundational in shaping the way ideas are shared, challenged, and developed in higher education classrooms. Participants will learn about the principles and limits of free expression in the learning environment, how to foster inclusive dialogue, and balance the rights and responsibilities that come with freedom of expression in academic settings. 

Participants will leave equipped to:

  • Define the concepts of freedom of expression and academic freedom, including how they intersect and differ in higher education.
  • Recognize the rights and responsibilities of faculty and students related to expression in the classroom.
  • Reflect on modeling academic freedom and embracing student expression. 

To register for one of 2 sessions during Fall 2026, go to Workday Learning (Click on "Select Offering")

  • Thursday, September 17, 2026 from 2:00-3:30p.m. (SC 301)
  • Tuesday, October 6, 2026 from 12:00-1:30p.m. (SC 310)
Cardinal Conversations 

A forum for faculty to hear and voice diverse perspectives, discuss current institutional challenges, and provide insights and recommendations to support the University's mission and enduring values.

Faculty Perspectives on AI, Teaching, and Learning- Presented by Mr. Dave Largent and Dr. David Concepcion 

  • Two faculty facilitators from Philosophy and Computer Science (David Concepcion and David Largent) will bring different disciplinary perspectives about AI, teaching, and learning. This will not be a presentation, but rather a conversation between the two facilitators that will expand to include the attendees. Key themes, ideas, and recommendations expressed during the extended conversation will be shared with University leadership to help inform ongoing discussions about the role of generative AI at Ball State University. Come learn, interact, and share your perspectives.
  • Thursday, October 22, 2026 from 3:30-5:00p.m. (SC 301). To register go to Workday Learning (Click on "Select Offering").
Fall 2026 Facul-TEA 15-Minute Learning Series

Offers Timely, Engaging, and Abbreviated Skills-based synchronous, virtual training for faculty with similar roles and/or experiences. The 15-minute practical, application-focused session will be followed immediately by an optional 15-minute session for participants to connect, ask questions, and continue the conversation.

Facul-TEA: Three Ways to Incorporate Relationship-Rich Connections into Your First-Year Classroom - Presented by Mr. Keith Norris 

  • Join presenter Mr. Keith Norris to learn three practical ways to foster connections with your first-year students. 
  • Thursday, October 15, 2026 from 8:30-8:45a.m. (Zoom). To register go to Workday Learning (Click on "Select Offering").

Facul-TEA: Accessing and Viewing Your Teaching Evaluations - Presented by Dr. James Jones 

  • Join James Jones for an overview of the most commonly used features of the new IOTA interface for accessing your Student Ratings of Instruction (i.e., course evaluations). 
  • To register go to Workday Learning (Click on "Select Offering").
    •  Friday, October 16, 2026 from 10:00-10:15a.m. (Zoom)
    • Thursday, November 12, 2026 from 2:00-2:15p.m. (Zoom) 

Facul-TEA: Practical Practices to Connect With Students When Teaching Online  - Presented by Dr. Robin Phelps-Ward 

  • Join Robin Phelps-Ward to learn practical strategies to connect with students enrolled in your asynchronous courses.  
  • To register go to Workday Learning (Click on "Select Offering").
    • Wednesday, October 21, 2026 from 2:00-2:15p.m. (Zoom)
    • Thursday, October 29, 2026 from 9:30-9:45a.m. (Zoom)

Facul-TEA: Suspect Academic Misconduct? What to Do Next- Presented by Dr. Linh Littleford  

  • Join Linh Littleford and learn key steps and timelines, tips for communicating with students, and factors to consider when determining an appropriate resolution.
  • To register go to Workday Learning (Click on "Select Offering").  
    • Friday, October 23, 2026 from 12:00-12:15p.m. (Zoom) 
    • Monday, November 23, 2026 from 3:30-3:45p.m. (Zoom)
    • Tuesday, December 1, 2026 from 3:30-3:45p.m. (Zoom)

Facul-TEA: Testing Accommodation and the Learning Center: Process, expectations, and best practices  - Presented by Mr. Jim Mills 

  • Do you have a student with disabilities who needs testing accommodations? If so, join us to hear Jim Mills' helpful overview of the Learning Center’s process, expectations, and best practices for faculty. 
  • To register go to Workday Learning (Click on "Select Offering").  
    • Friday, October 30th, 2026 from 10:00-10:15a.m. (Zoom) 
    • Tuesday, November 17th, 2026 from 9:30-9:45a.m. (Zoom)
    • Thursday, December 3rd, 2026 from 8:30-8:45a.m. (Zoom) 
    • Wednesday, January 20th, 2027 from 11:00 -11:15a.m. (Zoom) 
    • Monday, February 15th, 2027 from 8:30 -8:45a.m.(Zoom) 

Facul-TEA: Three First-Year Seminar Resources to Use in Any First-Year Classroom - Presented by Mr. Keith Norris 

VPAA (Self-Paced) Relationship-Rich Challenges to Foster Student Belonging 

Activities that foster student-student and student-faculty connections and engagement. Each challenge includes examples of strategies. Feel free to expand and add your own strategies to fit your context. For each challenge you complete, you will earn one entry for the monthly RIA drawing. To submit your completion survey, go to Workday Learning. 

The Five Conversations Challenge - For two weeks, faculty intentionally have substantive conversations with five students a week.

  • Conversation prompts include: What interests you about this major, What has been your biggest success this semester, What's one obstacle you're working through?  
  • Submit: Faculty reflection on themes that emerged (without identifying students). 

Feedback Within 72 Hours Challenge - For two weeks, faculty commit to providing meaningful feedback on assignments within 72 hours.

  • Strategies may include: Audio or video comments, prioritize feedback that focus on core learning outcomes, feedforward comments. 
  • Submit: Themes from student feedback about the usefulness of faster feedback and/or faculty reflection on impact on student engagement and learning.  

Every Student Participates Challenge - For two weeks, faculty intentionally design participation so every student contributes during every class.  

  • Strategies may include: Think-Pair-Share, the Ripple Method Four Corners, Jeopardy, Gallery walks, Sketch notes, Role-Playing, Poll Everywhere, Small-group discussions, Written reflections, and IQ cards (insights and questions).  
  • Submit: Participation tracking and themes from student and faculty reflection. 

Strengths Spotting Challenge - For two weeks, faculty intentionally identify and communicate one strength they observe in every student.

  • Examples include: Persistence, creativity, insight, improvement, leadership, critical thinking, collaboration, communication, professionalism, inclusiveness
  • Submit: Faculty reflection on students’ responses.  

Office Hours Redefined Challenge - For two weeks, faculty redesign office hours (student hours) to increase student engagement.

  • Examples include: Move to public spaces (campus coffee shop, outdoor space), virtual drop-ins, varying time slots, weekly themes, individualized strengths feedback, conversation starters, teaser topics shared in class and discussed during student hours, encourage group attendance  
  • Submit: Faculty reflection, including a comparison of student hours attendance and course engagement before and after challenge. 

Three Warm Handoffs Challenge - For two weeks, faculty make three personal introductions a week between a student and a staff/faculty in another unit. Rather than saying "Go to...", faculty send an email introducing the student to the staff/faculty. 

  • Possible Partners: Faculty in other departments, see Excel Spreadsheet for staff and contact information.  
  • Submit: Faculty reflection on outcomes.

Connect Learning to Life Challenge – For two weeks, faculty incorporate weekly activities that explicitly connect course content to students' lives and future aspirations.

  • Possible activities: Career spotlights, virtual field trips, alumni examples, reflection prompts, current events, ethical dilemmas  
  • Submit: Faculty reflection on themes from student response.

Appreciation Challenge – For two weeks, faculty intentionally express appreciation and encouragement.

  • Possible activities: Recognize improvement, celebrate milestones, send encouraging emails, thank students for thoughtful questions, end class with positive observations  
  • Submit: Faculty reflection on themes from student response.
VPAA (Self-Paced) Relationship-Rich Quests to Foster Faculty Connections  

Activities that foster community among faculty and staff while promoting relationship-rich teaching and mentoring skills. Submit: Reflection on what you tried, what you noticed, what surprised you, and what you might do differently as a result of the quest. For each quest you complete, you will earn one entry for the monthly RIA drawing. To submit your reflection survey, go to Workday Learning.

  • Coffee with a Colleague Quest - Meet with two colleagues (virtually or in person) from two different departments to exchange one relationship-building teaching strategy.  
  • Observe & Borrow Quest - Observe two colleagues’ classes and adopt at least one practice you observed. 
  • Student Success Stories Quest – For two weeks, share one brief story each week with a colleague about a student interaction that positively influenced learning.
  • Shadow a Colleague Quest - Spend two hours shadowing someone in another academic unit or another campus unit (e.g., Academic advisor, librarian, student affairs professional, instructional designer). 
  • Shared Assignment Review Quest - Exchange one assignment with two other faculty members. Provide feedback on clarity, inclusiveness, student engagement, etc.  
  • Reverse Mentoring Quest – Meet with two people who differs from you (e.g., academic rank/status, employment types, role responsibilities) and ask them to teach you something (e.g., Canvas, student engagement, work-life integration, high impact practices, generative AI).
  • Introduce Two People Quest – Connect two colleagues who don’t know each other but have common interests (e.g., research/creative endeavors, teaching, community partnerships, hobbies, etc.)
  • Failure Resume Quest – With two colleagues, share one teaching activity that didn’t work. Discuss what happened, what changed, and what you learned.
VPAA (Self-Paced) Participant Idea Exchange (PIE)

Tap into our collective wisdom. To share an idea, steal an idea, and share your experiences, go to PIE discussion board.

Fall 2026 Topic: Student engagement and attendance. Three areas of focus: Strategies to make class worth attending; Approaches to take when students stop attending or engaging, and What to do to understand why students attend and engage in class.