Faculty Team Brings Back Innovative Teaching Strategies from National Conference

At the heart of great teaching is a willingness to keep learning. That spirit led Melissa L. Whitson, Ph.D., a professor of psychology, to use her Bucknall Award for Teaching Excellence to assemble a team of University of New Haven faculty from five different disciplines. Together, they attended the Lilly Conference on Evidence-Based Teaching and Learning, an annual gathering where educators nationwide explore innovative ways to advance student learning.

“In the spring, I sent an email to all faculty and asked for those who might be interested in this opportunity to message me,” Dr. Whitson explained. “We narrowed down those interested to have one person representing different colleges or schools and disciplines. It was enlightening to have faculty from different areas who all share a similar passion for teaching and learning.”

The group—made up of Dr. Whitson, Yevgeniya Rivers, Ed.D., associate professor of practice in the Department of Mathematics and Physics; Hui Du, Ph.D., assistant professor in Sport, Tourism & Hospitality Management; Quinn Duclos, Ph.D., M.S., CHES(R), assistant professor of practice and director of the Master of Public Health Program; and Cassandra Sedelmaier, M.S., M.A.T., assistant professor of practice in Criminal Justice—joined hundreds of educators from across the country at the national conference in Ashville, NC.

Dr. Whitson said the experience was not only about learning new techniques, but also about strengthening connections. “We were able to learn from each other about how we have similar teaching challenges, and that some of our strategies are useful for all students, regardless of discipline,” she said.

“This experience was truly rewarding not only because I had the opportunity to support this experience for others, but because it also built a sense of community among our University team and with other educators across the country,” Dr. Whitson said.

For several faculty, the Lilly Conference marked a first-time experience attending such an event. “This was my first teaching conference, and it has been the best conference I’ve attended,” said Dr. Du. “The supportive and collaborative community was truly inspiring.”

She said her biggest takeaway was the reminder that teaching is never static. “Teaching is a continuous journey of growth, and it is inspiring to know I am part of a community of passionate educators dedicated to this meaningful calling.”

One highlight for Dr. Du was a session by Todd Zakrajsek, Ph.D. (UNC at Chapel Hill), which focused on strategies to make classrooms more inclusive. “His evidence-based strategies, such as pausing ten seconds before asking for answers, showed me how small adjustments can foster more inclusive classroom environments,” she said.

Dr. Du also facilitated a roundtable session of her own, “Talent, Feedback, and Transition: Supporting Student-Athletes Beyond the Game.” “I learned so much from the participants as we shared the kinds of conversations student-athletes need to have, the challenges they face, and strategies for supporting their academic identity and success beyond athletics,” she said.

For Dr. Rivers, the conference was also an opportunity to showcase research. She presented on the University’s Math Supplemental Instruction program, focusing on how student leaders themselves grow through the experience.

“Our research revealed that these students developed valuable, transferable skills—such as public speaking, confidence, leadership, and problem-solving,” Dr. Rivers explained. “They also shared thoughtful feedback on what’s working and how we can enhance the program to better support early undergraduate math learners.”

She collaborated with two graduate assistants, Marie Mauro’26 M.A. and Sarah Piette ’26 M.S., to conduct the study. “It was incredibly rewarding to share their insights with a national audience,” she said.

Dr. Duclos said the conference highlighted the creativity that teaching can inspire. He attended a workshop titled “From Perfectionism to Play: Using Improv to Enhance Learning Environments,” which reinforced the value of improvisation in the classroom.

“This workshop demonstrated the role of applied improvisation to boost learner engagement, encourage risk taking, and promote intellectual humility,” Dr. Duclos said. “Improvisation is a technique I’ve used since my doctoral program, both to engage students and to keep myself energized in the classroom.”

For him, the conference also underscored the importance of the wider teaching community. “My biggest personal takeaway was that there are so many great educators out there,” he said. “I am incredibly encouraged by all the strong, smart, and supportive educators we have nationwide.”

For Dr. Whitson, the University’s Bucknall Award made it possible to spark a ripple effect of teaching innovation.

“Not only will we share the knowledge and strategies we gained with our own colleges and disciplines, but we also plan to share with the University through workshops with the Center for Teaching Excellence and other presentations,” Dr. Whitson said.

“It was absolutely enlightening to be part of this interdisciplinary team,” she continued. “We are all bringing back strategies we can share with the whole University.”