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2022 Presenters

A Community of Practice: The Business of Developing Clinical Skills

Denise A. Mills
Midwestern University College of Dental Medicine Arizona

A community of practice (CoP) is a situated learning environment whereby newcomers become oldtimers in the context of individual, group activity, and identity.

A Low-Cost/High-Impact Approach to Increasing Inclusive Teaching on Your Campus

Casey Dexter
Berry College

This scalable, low-cost, high-quality approach has the potential to dramatically transform an institutions approach to creating diverse and inclusive learning environments for its students.

A Platform to Engage Difficult Discussions: The World Cafe Model

Dione Taylor
Point Loma Linda Nazarene University

Addressing sensitive or emotionally-charged topics using facilitated discussions in an amicable environment can generate determinative solutions and a sense of camaraderie among its participants.

Action Research, Professional Development, Classroom Based Research

Tina Hathorn
Conley Hathorn
Louisiana State Univiversity Alexandria

United Arab Emirates explored the microsystem of teachers’ experiences with education reform within the action research model for professional development.

An Inclusive Teaching Course for Community College STEM Faculty

Ann Conway
Des Moines Area Community Colleg

The Inclusive STEM Teaching course advances instructor’s awareness and ability to cultivate inclusive learning environments. Learn how this course has engaged faculty across the nation.

Authentic Assessment Across the Curriculum: Prevalence, Patterns, and Possibilities!

Kerry Ritchie
University of Guelph

Authentic assessments bridge classroom material with real-world challenges. Our BSc assessment scan identified few authentic examples, but there were hidden gems! Strategies will be shared!

Classroom Leadership Post COVID-19

Oren Hertz
Florida International University

Classroom leadership refers to the professor’s engagement level with the students as well as the professor’s ability to lead students to knowledge. Student reports of classroom leadership vary. What changed in classroom leadership post COVID-19?

Concurrent Remediation: A Solution to the Pitfalls of Preparatory Courses

Amanda Holton
University of California Irvine

Problems with traditional preparatory courses will be addressed. Our implementation of a concurrent course was able to reverse these problems and lower achievement gaps.

Cross-cultural Interactions: Developing Cultural Self-efficacy Through Experiential Learning

Lisa Kahle-Piasecki
Heidelberg University

This presentation describes an innovative educational exercise between universities in México and the United States to enhance cultural self-efficacy and business skills.

Cultural Intelligence in the Classroom: A Model for Augmenting Higher Education Curriculum to Teach Cultural Competency Skills

Elisabeth "Lisa" Power
Saint Martin's University

This workshop introduces a replicable model for teaching Cultural intelligence (CQ), a globally recognized way to learn how to work effectively with people from different cultural backgrounds.

Don’t Listen to Yoda: Try, Try, Try!

Denise Mills
Anita Chu Fountain
Midwestern University

Yoda said, “Do or Do Not. There is no try.” Despite what Yoda said, take a risk, try is the path to success.

Eliciting Cognitive Engagement: Lessons Learned from Teaching in a Pandemic

Kelsee Hove
Nicole Kuhl
Drake University

Enhancing student learning can be achieved by improving cognitive engagement. This session will reflect on lessons learned during the pandemic to improve approaches to engagement.

Enhancing Inclusive Learning Environments for International Students: A Cross-Cultural Exploration to Inform Best Practices

Kyung-Mee Choi
Joyce Kraus
University of St. Francis

Participants will explore strategies and practices that enhance inclusive and effective learning environments for a multicultural student body in the classroom and the field placement.

Exploring Critical Reflection for Educational Leaders

Dawn Johnson
Lisa Stowe
Univesity of Calgary

Through active discussion and the sharing of concrete tools, participants will develop and refresh practices for critical self-reflection as a tool to challenge burnout in teaching and educational leadership.

Fostering Critical Hope Through Leadership Curriculum

Catherine Fitzgerald
Okanagan College, Kelowna BC, Canada

In the midst of a global pandemic our stories of hope matter. What narratives of hope have emerged that are shaping our future society?

Global Mentorship: Sharing Innovative Practices for a Sustainable Future

Daniel J. West, University of Scranton
Bernardo Ramirez, University of Central Florida
Cherie Lynn Ramirez, Simmons University
Irene Gabutti, Catholic University of Rome

Mentorship is a pedagogical strategy that can be used to build successful, sustainable, long-term relationships in faculty and university partnerships.

How to Engage Minority and Indigenous Students in Your Class?

Wei-Ying Hsiao
University of Alaska Anchorage

This presentation will provide pedagogies for teaching the diverse learners. How to establish a learning community to engage minority and indigenous students will be discussed.

Incorporating Research as a Teaching Practice in an Online Database Management Course

Benjamin J. Becerra
California State University, San Bernardino

This study utilized a Peer Research Consultant to facilitate incorporating research into an online flipped database management for business course. Check out the poster!

Increasing Student Engagement and Productivity Through Brain Breaks

Marcela de Souza
St. Martin's Universit

Academic performance improves when students are engaged. Brain breaks are essential for students to remain alert for learning. Come and learn about tried-and-tested brain breaks!

Instructional Strategies for Supporting Student Learning of Graphical Design Skills

Gail M. Bornhorst
University of California
Davis Jennifer Mullin
University of California, Davis

Student learning of graphical design skills was supported through open-ended design projects for students with varying background knowledge and spatial visualization skills.

Interprofessional Virtual Encounters: A Collaboration between Dental Medicine and Optometry

Jasmine Wong Yumori
Elizabeth Andrews
Joseph Gray
Bradley Henson
Anne Doan Van
Therese Jaime Parado
Western University

Learn about a novel interprofessional telehealth standardized patient experience involving predoctoral dental medicine and optometry students that’s focused on communication, collaboration, and roles and responsibilities.

Lessons from a Faculty Development Workshop for Mathematics Instructors

Roxanne Binkerhoff, Utah Valley University
Becky Connelly, Salt Lake Community College

Faculty development programs change attitudes and beliefs of faculty when crafted well. The mindset of the incoming faculty is paramount to creating change.

Mindful Assessment to Support Equitable Learning

Leslie Bayers
University of the Pacific
Eileen Kogl Camfield
University of California-Merced

Conventional assessment can feel transactional, exclusionary, stressful, and “mindless.” Come explore how mindful assessment disrupts inherited practices to honor presence, process, and equity in learning.

Modernizing Your Laboratory Course Using Blended Learning

Dana Vaughan
Mattie Brechbiel
Lilianne Nelson
Grand Valley State University

This session will present actionable strategies to utilize blended learning in your laboratory courses to achieve a modern, accessible, and efficient course design.

Open World (Un)Grading: Increasing Agency in Demonstration of Learning

Ryan Marnane
Bryant University

Different students demonstrate learning differently at different times, each with differing motivations for doing so—flexibility with assessment and grading practices/policies required.

Post-Pandemic: What Will We Keep?

David Betancourt
Cerritos College

Sharing best teaching practices, technologies, and mindsets/beliefs, developed or underscored during the pandemic, to consider keeping as we move back to F2F instruction.

Presenting is Not Teaching: Moving from “What” to “How”

Rich Lane
Leah Chambers
Clarion University

In professors’ pedagogical training knowledge is consumption—the “what” of learning. This presentation explores an approach that prioritizes immediate practice, application, feedback, and production.

Social Loafing in Student Group Assignments: Quantitative and Qualitative Analysis

Jan Zantinga
Charles Lyons
University of Georgia

Student groups may contain social loafers when completing course assignments. This study uses quantitative data to analyze this behavior and suggests instructor responses.

Student Selected Materials: Including Diverse Voices Through Shared Curriculum Ownership

Andrya Soprych, Mount Mary University
Lance Peterson, University of Saint Thomas
Kristin Lambert, Utah Valley University

Shared Curriculum Ownership (SCO) includes students in course design to enhance diversity and inclusion. The Student Selected Materials assignment can help meet SCO goals.

Supporting Students to Become Expert Learners with Universal Design for Learning

Jeni Dulek
Pacific University

To support students to become expert learners, engaging, flexible, and supportive learning environments are necessary. Universal Design for Learning provides strategies for creating these environments.

Teaching in Bite-Sized Bits

Denise A. Mills
Anita Chu Fountain
Midwestern University College of Dental Medicine Arizona

Based on brain science, videos using a 10- minute attention span rule provides students with multiple channels of learning with visual, written, and auditory formats.

Tips From Previous Students: A Novel Strategy to Create OERs

Justine Tishinsky
Kerry Ritchie
University of Guelph

A students-as-partners approach allowed faculty to oversee the development of an open educational resource, while offering 95 students experiential learning opportunities in teaching and learning.

Using Emotion to Effectively Enhance Learning: Applying Cognitive Load Theory

Tannah Broman
Kristin Hoffner
Arizona State University

Applying principles of Cognitive Load Theory, learn how course activities can be designed to elicit positive emotions that enhance, rather than impede, the learning process.

Using Protocols to Enhance Group Discussions

Leslie B. Trimmer
The George Washington University

Structuring classroom discussions using protocols offers all participants an opportunity to listen to and respond to others providing everyone an equal voice in the discussion.

What Can “Wise Interventions” Teach Us About Equity in the Classroom?

David Gooblar
University of Iowa

Discover what social psychology research on “wise interventions” can teach us about how to pursue equity in any college classroom.

‘Cup Stack Game’: An Experiential Activity to Teach Teamwork

Ranjan George
Fresno Pacific University

This proposal is a presentation of an experiential activity to engage students to appreciate the concept of teamwork.

A Community of Practice: The Business of Developing Clinical Skills

Denise A. Mills
Midwestern University

A community of practice (CoP) is a situated learning environment whereby newcomers become oldtimers in the context of individual, group activity, and identity.

A Mindful Approach to Student Well-Being

Eve B. Hoover
Midwestern University

Strategic burnout prevention for students is increasingly viewed as an essential competency. Expand your well-being toolbox through this interactive mindful approach to prioritizing self-care.

A Structure for Designing Specifications Grading Systems

Renée Link, University of California, Irvine

Want to design a specifications grading system but aren’t sure where to start? We have examples and flowcharts. Please bring your course learning outcomes.

Activating and Advancing Anti-Racist Pedagogies

Rachel Stumpf
Michelle Rossi
Kem Saichaie
University of California Davis

Anti-racism can be applied as a lens to examine our teaching and address inequities. Join us to explore, discuss, and reflect on anti-racist teaching practices.

Andragogical Leadership

Vicktor Wang California State University, San Bernardino

Situational leadership and transformational leadership are directly derived from andragogical principles of helping adults learn. Employees or followers as adults prefer andragogical leadership to pedagogical leadership as evidenced in teaching the four domain.

Beyond the Degree, Fostering Professionalism in the Classroom and Online

Robyn Sears
Deborah Black
Midwestern University

This discussion will focus on student professionalism, including online platforms, correlation to professionalism in future practice and potential remediation in a "Think Pair Share" format.

Co-Constructing a Faculty Learning Community for Our Current Moment

Scott Sanders Miami University

We share our process in co-constructing a faculty learning community that centers DEI toward creating more socially just and inclusive teaching in college classrooms.

Creating Brave Spaces for Difficult Dialogues in the Classroom

Sandy Guzman-Foster
University of the Incarnate Word, Texas

Brave spaces allow us to challenge ourselves, to get out of our comfort zone, to make mistakes, to be vulnerable, and to learn new things.

Culinary Compositions and First-Generation College Students: Why Writing about Food is a High-Impact Educational Practice

Franziska Tsufim
University of California Irvine

Drawing on student writing and research on high-impact educational practices (HIPs), this study discusses why writing about food fosters first-generation students’ sense of institutional belongingness.

Designing e-Portfolio Signature Assignments using Gifs, Memes, and Sizzle Reels

Carmen Saunders
California State University Northridge

Using signature assignments, the transparent assignment template, and ePortfolios affords students the opportunity to showcase their creativity, competence, and knowledge.

Don’t Listen to Yoda: Try, Try, Try!

Denise Mills
Anita Chu Fountain
Midwestern University

Yoda said, “Do or Do Not. There is no try.” Despite what Yoda said, take a risk, try is the path to success.

Embracing Action Research in Higher Education

Justina Kwapy
Grand Canyon University

Action research allows practitioners to be more effective at teaching and development of students and supports educators in making sense of their educational context.

Evaluating the Role of Podcasts in Faculty Development

Kaitlyn Pickus
Embry-Riddle Aeronautical University, Worldwide

This session will discuss the creation of a Center for Teaching and Learning podcast and explore whether or not podcasts are an effective faculty development tool.

Facilitating Group Interaction in Any Course

Kasey L. Walker
University of Arkansas

Utilizing small group communication theory and practice can improve your students’ experience and the quality of their assignments regardless of discipline.

Fostering Teaching, Learning, and Scholarship Through Virtual Communities of Practice

Roxanne Atterholt The Pennsylvania State University

Learn about the use of technology-mediated communities of practice as an effective setting to create collegiality and connection while fostering teaching, learning, and scholarship.

Having a PAL: Where New-Comers Become Old-Timers

Denise A. Mills
Midwestern University College of Dental Medicine Arizona

“When one teaches, two learn. - Robert Heinlein” Peer-assisted learning (PAL) has shown that shared learning builds knowledge in a positive, informal, and social environment.

Improve Student Learning with Bite-Sized Online Teaching Bits

Denise A. Mills
Anita Chu Fountain
Midwestern University College of Dental Medicine Arizona

Based on brain science, videos using Medina's 10- minute attention rule provides students with multiple channels of learning online with visual, written, and auditory formats.

Increase Success in Asynchronous Courses Through Increasing Student’s Social Presence

Evelyn Porter
Roxanne Brinkerhoff
Utah Valley University

High social presence in asynchronous learning is possible. Come for a robust discussion on social presence in strictly online courses!

Infusing a Trauma Informed Pedagogy to Promote Academic Achievement for African American Undergraduate Students

Brittany Guisintanner
University of St. Thomas

Trauma impacts students frequently. Implementing a trauma-informed pedagogy can be an effective response in reducing the impact of trauma and maximizing students’ academic success.

Integrating Visual Representations as Assessments of Student Learning

Courtneay Kelly
Sarah Tanner Anderson Lynchburg University

The integration of visual representations allowed students to demonstrate deep knowledge in non-linguistic ways in a Literacy and Leadership course. Suggestions and examples will be shared!

L.A.C.E.: Teaching Post-COVID with Love, Authenticity, Courage, and Empathy

Denise A. Mills
Midwestern University College of Dental Medicine Arizona

Post-COVID, love, authenticity, courage, and empathy may be beneficial in promoting the return of positive learning environments for improved faculty-student relationships and sense of belonging

Linguistic Justice and Grade-Related Anxiety: Students’ Perceptions of Grading Contracts

Tamara L. Black
University of Southern California

Survey results indicate that compared to conventionally graded students, Advanced Writing students on Grading Contracts reported significantly less grade-related anxiety and greater enjoyment and self-expression.

Mindfulness in the Classroom-Perception and Practice

Elizabeth Valenti
Julia Langdal Grand Canyon University

Original research examining mindfulness in freshmen undergraduate college students is shared. Methods to integrate mindful practices to improve academic performance and well-being will be shared.

Moving Mountains: Adopting Free Textbooks in Response to COVID-19

Tyler Kroon
Katherine Williams
Eric Wether
University of Pikeville

This presentation informs attendees about one institution's challenges and opportunities that arose from moving courses from using paid publisher content to free-to-student learning materials.

Overcoming Student Resistance to Challenging Material: The Power of Literary Learning Circles

Sean Camp
Jen Evers
Jefferson Sheen
Jeff Spears
Jan Thornton
Utah State University

Engaging reluctant students on high-resistance course material is a challenging task for educators. A newly-adapted approach proved extremely effective at overcoming student reluctance. Join us!

Poverty Simulation: Results from An Interdisciplinary Study

Terry Delpier
Lori Nelson
Judith Puncochar
Michael Crum
Northern Michigan University

Involvement in poverty simulation experiences by baccalaureate students from four disciplines will be discussed. Disciplines include nursing, education, business, and speech-language pathology.

Reflection to Action: Strategies for Teaching Compassion and Civic Engagement

Leah Chambers
Rich Lane
Clarion University

The session provides an opportunity to interact with the practical underpinnings of service-learning and learn about strategies to equip students to live civic-minded, compassionate lives.

Stop Stressing Your Mind: A Mindfulness Intervention

Pamela Cook
Rebecca Toothaker
Bloomsburg University

The purpose of this presentation is to introduce the practice of mindfulness and benefits of decreasing stress and burnout in students.

Student-Written, Student-Facilitated Case Studies Impact Critical Thinking, Participation, and Learning

Matthew Schwartz
Simmons University

How do the impacts of student-written, student-facilitated case studies on critical thinking, participation, and learning compare to instructor-facilitated case studies and traditional lecturing?

Sustaining or Initiating Your Faculty Learning Communities

Milt Cox
Miami University

Many colleges and universities have faculty learning communities (FLCs) as part of their development programs. We will discuss questions about building and sustaining FLCs.

Teaching with Simulations: What You Need to Know

Luci Parmer
Southeastern Oklahoma State University

Teaching with simulations is a great way to infuse experiential learning within a controlled environment. There are many benefits to student learning when playing simulations.

Transdisciplinary Approaches to Higher Ed’s Problems

Jeremy Schnieder, University of LaVerne
Jessica L. Tinklenberg, The Claremont Colleges

Transdisciplinary approaches offer an alternative that values shared goals, collaboration, cross-disciplinary conversation, and a basis for transformative action for problems in higher education.

Using Film Media Video Case Study Approach to Teaching Motivation

Ranjan George
Fresno Pacific University

In this session, the presenter is providing an innovative video case study approach to learning and applying motivation concepts.

Warming up to Music: Incorporating Audio Texts in Second-Language Teaching

Jeanie R. C. Toscano
University of California Irvine

Drawing on current research on second-language acquisition, I discuss methodologically sound procedures for incorporating lyrical music as warmups to communicative vocabulary-building lessons.

What Is the Scholarship of Teaching and Learning? Seven Steps to Engage and Produce It

Milt Cox
Miami University

Participants will discuss seven steps that can help them find and design a teaching and learning project that could become a SoTL presentation and publication.

A Happy Student is a Smarter Student

Denise A. Mills
Midwestern University College of Dental Medicine Arizona

Research has shown that happiness and humor can make students more responsive to learning new information and therefore, smarter! Come and see how!

A Model for Augmenting Higher Education Curriculum to Teach Cultural Competency

Elisabeth "Lisa" Power
Saint Martin's University

This workshop introduces a replicable model for teaching Cultural intelligence (CQ), a globally recognized way to learn how to work effectively with people from different cultural backgrounds.

Academic Accompaniment: How Faculty Members Can Improve the College Experience

Rebecca Pearson
Central Washington University

Faculty accompany students in their college experience: challenging them, but also supporting and empowering. Come consider a new framework, Academic Accompaniment, and potential practical strategies.

Adaptation as a Way of Learning: Form, Content, and Meaning

Marc Napolitano
United States Air Force Academy

Though film adaptations are popular learning tools, getting students to consider (and engage in) the interpretive process of adaptation, and the relationship between form, content, and meaning, can enrich learning even further.

Asking Students “What They Believe” for Improved Engagement with Topics

Cindy Aamlid
Southwest Minnesota State University

This session will introduce the use of photovoice and preconception checks for student engagement and guidance on how to implement them.

Building Engagement in the Classroom Acknowledging Psychological Distress and Coping Strategies of Students Amid COVID-19

Kyung-Mee Choi
Dan Knapp
University of St. Francis

This session examines how faculty builds engagement in the classroom through acknowledging psychological distress and coping strategies of students amid COVID-19.

Cognitive Load in Asynchronous Discussions in a Fully Online Course

Emily Faulconer
Embry-Riddle Aeronautical University

Cognitive load in asynchronous discussions is explored through five discrete tasks: understanding expectations, crafting the first post, reading posts, creating reply posts, and integrating feedback.

Creating an Engaging Faculty Mentoring Program for New Full-Time College Instructors

Chris Garrett
Nevada State College

Mentoring is a critical component to retaining new faculty hires. Come and learn about models of mentoring programs in higher education.

Cultivating Meaningful Partnerships to Promote Holistic Faculty Development

Marc Napolitano
United States Air Force Academy

In order to successfully promote faculty development, we must seek to leverage meaningful partnerships with various offices on our campuses, especially library and research offices.

Does Math Anxiety Exist at our Technical College?

Gus Vettleson, Jr.,
Northwest Technical College

This study was conducted to assess the existence of Math Anxiety in our Technical College. To give possible guidance to improve student success.

Egalitarian Engagement: Promoting an Equal Opportunity for Every Student to Be Heard, Learn and Participate in Class

Devi Davis Strong
Arizona State University

Strategies and activities to engage students from all backgrounds. Invite students into an egalitarian class experience. Inclusive approaches that teach soft skills, content and value of class member.

Engaging Students Through the Art of Music: A Global History Playlist

Kimberly F. Monroe
Trinity Washington University

Teaching history can be fun. Music can be used to help students remember information. In active learning experiences music creates a soundtrack for learning activities.

Expanding Your Technology Toolbox: Innovations for Collaborative and Active Learning

Angela Clauson
Cathey Norton
Belmont University

Our team will discuss the various innovative technologies utilized to improve collaborative and active learning in order for students to deepen their understanding of content.

Faculty Readiness to Change: Potential Impact on Student College Readiness

Anton O. Tolman
Nathan Martin
Brynn Wallentine
Utah Valley University

Many secondary students struggle to successfully transition to college; new metacognitive instruments provide faculty new opportunities to improve their teaching and help students succeed.

GIFs, MEMEs, Sizzle Reels and Me: Using E- Portfolios to Showcase Student's Creative Works

Carmen Saunders
California State University Northridge

Using an ePortfolio can demonstrate that a student has developed a new or deeper sense of leaning complex or sensitive subject matters via innovative means.

How Faculty and Students See the Teacher's Primary Role.

Eduardo Lopez
Belmont University

To maximize learning educators should understand how education looks for Generation Z's, including fostering students' development and personal growth in addition to traditional teaching.

Improving Teaching: Reflections of High School and Community College Faculty

Gabrielle Carmona
Brynn Wallentine
Anton Tolman
Utah Valley University

Promoting faculty metacognition is essential to student learning. Come learn about the attitudes and thoughts of high school and community college faculty on their teaching.

Increasing Engagement, Intentionality, and Wellbeing Through Mindfulness

Diana Ashe
Bev McGuire
University of North Carolina Wilmington

Mindfulness can improve engagement, intentionality, and wellbeing. Come to learn ways you might incorporate it in the classroom, faculty development programming, and broader campus initiatives!

Inspire to Learn, to Change, to Innovate

Melodie Rowbotham
Southern Illinois University-Edwardsville

Using appreciative coaching and motivational interviewing as models, participants will discuss and practice ways to help improve teaching and reach their potential as educators.

Integrative Interdisciplinary Teaching – A Synergistic Approach

Hon-Vu Q. Duong
Nina Marcellus
Nevada State College

To share experience integrating the expertise of two faculty from different disciplines to give our students a multi-layer approach to current healthcare issues.

Learning to be Open: Instructor Growth Through Open Pedagogy

Eric Werth
Katherine Williams
University of Pikeville

This session describes methods to reduce instructor resistance to change and challenges participants to reflect on how open pedagogy engages students and fosters faculty growth.

Metacognition as a Theory of Instruction for Developmental College Courses

Greg Mullen
Exploring the Core LLC

Come discuss why metacognition is the leading indicator of student success in higher education yet still not a leading theory of instruction in most classrooms.

Modernizing Your Laboratory Course Using Blended Learning

Dana Vaughan
Mattie Brechbiel
Lilianne Nelson
Grand Valley State University

This session will present actionable strategies to utilize blended learning in your laboratory courses to achieve a modern, accessible, and efficient course design.

Online Teaching: The Balancing Act of Synchronous and Asynchronous Delivery

David Betancourt
Cerritos College

This session will provide an opportunity to reflect on the benefits of synchronous and asynchronous teaching while also compiling best practices. Optimum balance between the two methods will be explored.

Place-based Interdisciplinary Curricula: Toward Solving “Glocal” Problems

Laura L. O'Toole
James G. Mitchell
Salve Regina University

Join us to discuss two signature programs that make connections between campus, local communities, and the broader world, forming collaborative student-citizens capable of cross-cultural problem-solving.

Preparing Students for Change: Addressing Student Resistance Through Graduate Advising

Michelle D. Gorenberg
Widener University
Jeni Dulek
Pacific University

This presentation describes an advising program informed by the Integrated Model of Student Resistance to help students navigate the changes inherent in transitioning to graduate studies.

Show me! Best Practices for Videos in Distance Learning Classes

John Griffith
Emily Faulconer
Embry-Riddle Aeronautical University – Worldwide Campus

Best practices for infusing videos at key points in your course to support effective learning. Discover effective strategies for course video use, length and design.

Student Feedback on What Strategies to Maintain Post Pandemic

Timothy M. Ottusch
University of Arizona

The Pandemic significantly impacted college courses. Students provided feedback about what they would like to see kept and dropped from pandemic teaching in post-pandemic classes.

Supporting Neurodiversity in College Classrooms: Professional and Parental Perspectives

Leslie Bayers
University of the Pacific

Discuss the power of an asset-based mindset around neurodiversity, common barriers to learning for Autistic students, and approaches to supporting the success of neurodivergent learners.

Teach me! Best Practices for Designing Your Distance Learning Course

John Griffith
Emily Faulconer
Embry-Riddle Aeronautical University – Worldwide Campus

Discover effective strategies for effective distance learning course planning and design. Learn the process and tools used to teach the right content most effectively.

Three Keys for Cultivating Solidarity in the College Classroom

José I. Rodríguez
California State University, Long Beach

The session demonstrates how faculty members can facilitate solidarity with students by using humane messages that promote unique identities, innovative intentions, and proactive agency.

Using A Storytelling Framework in Teaching a GE course

Frank Lin, California State University San Bernardino
Ying Wei, Yunnan Normal University

This presentation illustrates a storytelling framework as a pedagogical methodology in teaching a General Education course and demonstrates its efficacy in producing positive outcomes.

Using PBL to Teach Undergraduate Assessment Course in Teacher Education Program

Wei Gu
Grand Valley State University

Using project-based learning to teach classroom assessment courses in undergraduate teacher education programs is effective! Come and see!

We Long to Belong: Creating Classroom Community for Better Student Engagement

Eric Boyer
Saint Martin's University

We long to belong, and a sense of belonging in the classroom can translate into better outcomes, both social and academic. Come learn some effective strategies to create this environment in your classroom.

Writing Over Lunch: A Grassroots Faculty Initiative to Develop Scholarly Capacity

Rebecca Pearson
Central Washington University

In this experiential session, we’ll share our approach to building a faculty writing community. Bring a focused writing goal and come ready to work!

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