Poster Sessions


The 2017 Teaching Professor Conference Poster Sessions.


Accessibility and Inclusion in Health Professions Education: Disabled Student Perspectives

Giuli Krug, University of Missouri-Columbia

This qualitative case study examines the perceptions and experiences of ten college students through in-depth interviews at a large, public university in terms of accessibility and inclusion throughout their educational experiences. The students varied by level of education, type, and visibility of disability.

 

An Experiential Learning Project Addressing Homelessness in Horry Country, SC

Stephanie Southworth, Coastal Carolina University

Working with local homeless shelters and various other intermediaries, university students volunteered in a homeless shelter and designed and administered a needs-assessment survey to homeless individuals. We will suggest strategies for managing a multi-semester experiential learning project; engaging students in the community; and helping students make connections between course content and the “real world.”

 

Assistive Technology for Supporting Diverse Learning Styles in Higher Education

Marina Gair, St. Francis College

This poster features an inventory of assistive technologies for supporting students with diverse learning styles, including those with commonly observed learning disabilities. Resources for learners who present with auditory and visual processing disorder, dysgraphia, dyslexia, expressive language disorder, reading comprehension, short and long term memory, weakness in executive functioning, social anxiety, among other conditions, are presented.

 

Behaviors of Successful Non-Math Majors in Math Intensive Courses

Kerrie Taber, University of Arkansas Fort Smith

For non-math majors, courses that require intensive math can cause the students high anxiety. The behaviors of over 70 students taking an economic analysis course was tracked over a semester, and the behaviors of the students were then compared to the final grades, proving that students can overcome their anxiety and become able to learn and excel in the math intensive subjects.

 

Beyond One-Size-Fits All: Teaching in a Multicultural Classroom

Rutherford Cd. Johnson, University of Minnesota Crookston

College classrooms are continuing the trend of becoming increasingly diverse. This presentation draws on the author’s experience teaching a multi-national, multi-cultural, and multi-religious student body at an overseas university and provides insights and suggestions to connect with students and both meet the students where they are and inspire them to come out of their own comfort zones.

 

Build Your Own Company: An Active Learning Approach for Teaching Management

Alexandra White, Luther College

Using the premise of a fictional company which sells novelty earbuds, students become managers who solve problems and make decisions about their company. As the course progresses, students learn key concepts related to managerial structure, human resources, ethics, global business, organization structure, and others, while engaging in a variety of active learning activities to navigate the company’s direction.

 

Calculus for All: Taming the Beast Through Course Design

Vidal Olivares and Steve Shattuck, University of Central Missouri

Many students come to university wanting to major in business, aviation, and middle grades mathematics but change their minds upon realizing that calculus is a requirement. The aim of this session is to discuss ideas to increase recruitment and retention in programs requiring calculus mastery by creating courses specific to groups of programs rather than a one-size-fits-all calculus course.

 

Clicker Usage Increases Retention Versus Other Review Methods, Justifying Costs

Susan Klarr, Leisa Morrison-Goal, Justin Ways, and Tami Steveson, Mercy College of Ohio

In a small classroom setting, the use of personal response technology, or “clickers,” was compared to other polling methods. The highest class successrate (96 percent) occurred with clickers. This pilot study evaluated spending college funds on the purchase of “classroom” clickers, because students’ resistance to purchasing their own clickers has risen recently.

 

Creative Strategies to Facilitate Active Review

Kathryn Bruce, Life University

I discuss various websites useful for preparing review materials, along with several group review games that can be played in large classrooms (such as a biology baseball review). Together with data demonstrating their effectiveness, I will provide handouts showing Blackboard settings for review strategies to facilitate mastery of the material through at home review.

 

Data-Driven Applications Inspiring Upper-Division Mathematics

Chris Camfield, Hendrix College

The outcomes of a two-year NSF IUSE project will be presented concerning the development and assessment of data-driven activities inspiring abstract concepts in mathematics. This project aimed to introduce real world applications in courses that have traditionally been more abstract. Module lessons were tested at a variety of institutions with the initial data suggesting they were effective and also increased interest in the subject.

 

Documenting Adjunct Faculty Development through e-Portfolio

Timothy Schaffer, Mercy College

In the fall of 2016, the Mercy College Office of Teaching Excellence & Engaged Learning (OTEEL) implemented a faculty development course specifically designed for adjunct instructors. Delivered both online and in person, the course allows participants to explore and implement backward course design in their own courses. Participation is incentivized though monetary compensation and evaluated through an e-portfolio, which the faculty update throughout the semester.

 

Engaging in “Student-centered Learning”: Application of Team-based learning

Sandy Chen, Ohio University

Educators tend to use collaborative learning and collaborative learning teams to facilitate student’s learning. Recently, the concept of team-based learning has emerged as being as effective as student-centered learning and is gaining popularity because of its beneficial outcomes.

 

Engaging Students by Going the Extra Mile

Alissa Fial and Teresa Hartman, University of Nebraska Medical Center

For the last three years, library faculty have provided face-to-face and distance literacy instruction sessions to health professional students on five campuses around the country, strengthening connections between students and the main campus. Faculty appreciate the interdisciplinary collaboration and students receive instruction in essential research skills. This model highlights the benefits of incorporating librarians into your curriculum.

 

Examining Student Learning Outcomes from an Urban Food Systems Study Tour in the United States

Eleni Pliakoni, Ryan Dostal, David Loewen, Cary Rivard, and Candice Shoemaker, Kansas State University

Urban agriculture study tours to Chicago and Seattle have enhanced Kansas State University’s Urban Food Systems (UFS) Masters specialization and provided data supporting the educational value of study tours. Students that participated demonstrated greater positive changes in confidence to perform UFS skills than students in a traditional classroom setting. Our data supports the value of experiential learning through experiencing the actual context of UFSs.

 

Experiential Learning Through Simulation

Jason Mckinney, Doyle Pruitt, and Vikki O’Connor, Keuka College

This presentation details a simulation lab experience for students learning about family and intimate partner violence. Using Augusto Boal’s (1985) Theater of the Oppressed as a model, students develop case scenarios and participate in real time dramatic exercises to practice assessment and intervention strategies.

 

Flipping Out in the Statistics Classroom

Wendine Bolon, Monmouth College

This presentation discusses the use of YouTube and the college’s Learning Management System to flip the statistics classroom. We measured the impact of the flipped classroom on achievement—measured using a standard final exam before and after the flip—and attitudes, measured using the SATS after the flip and comparing to traditional classrooms.

 

Go Viral! Use Social Media and Mobile Technology to Engage Students

Scott Weiland, King’s College

Social media and mobile technology are critical to strengthening higher education’s capacity to foster global learning and collaboration. This poster session examines social media, focusing on how traditional mass media evolved to include places where students connect and communicate. We explore a three-step framework for leveraging social media and mobile technology to increase collaboration and communication in the classroom.

 

Implementing e-Portfolios Across an Undergraduate Curriculum

Kim Theodos, Jessica Dolecheck, and Paula Griswold, University of Louisiana at Monroe

This work focuses on the development of student e-portfolios in an undergraduate program at the University of Louisiana at Monroe. This presentation will provide information about methods used in implementation of e-portfolios, mapping key artifacts throughout the curriculum, and assessment of student reflective practices.

 

Improving Instructional Practice through Reflection

Ann Beste-Guldborg, Minot State University

This poster session describes a process of intentional reflection about personal instructional practices using seven principles of effective teaching. We provide a look at one professor’s journey using a self-assessment/reflection tool to identify instructional patterns, attitudes, and behaviors in the quest to think about instructional practice and its impact on student performance and learning.

 

Information Literacy on the Go! Adding Mobile to Engage Students

Alice Schmidt Hanbidge, Tony Tin, and Nicole Sanderson, Renison University College, Affiliated with University of Waterloo

Learning information literacy skills via mobile devices is an M-Learning project launched with undergraduate university students. Literacy lessons developed by faculty and the library demonstrate how to locate, evaluate, and use information effectively. This poster highlights the nexus of mobile devices and information literacy lessons as an innovative pedagogy.

 

Integrating Socratic Seminar with Twitter in Teacher Preparation Courses

Timothy Watkins, Delta State University

This poster highlights the creation, development, and conclusions of a study entitled “Integrating Socratic Seminar with Twitter in Teacher Preparation Courses,” from Delta State University’s Undergraduate Elementary Education Program. The methods, materials, and processes used are included and discussed, and we will conclude with an analysis of the results and conclusions drawn from the research study along with recommendations.

 

Inter-professional Education: What is it You Really Do?

Ann Beste-Guldborg and Holly Pedersen, Minot State University

Inter-professional educational experiences involve collaborative activities designed to enhance the learning experiences of students from different majors while allowing them to develop an appreciation for what other professionals can do to improve outcomes. This study explores student perceptions of collaboration as well as their perceptions of their own and each other’s responsibilities in a “real-life” clinical experience.

 

Lessons Learned from the Implementation of a Lecture Capture Solution

John Miko, Eric Ecklund, Tricia McFadden, and Angela Seidel, Saint Francis University

Lecture capture is a new and emerging technology within higher education institutions. Research suggests a myriad of pedagogical benefits for students that utilize recorded lectures. We detail lessons learned and perceptions of both students and faculty from the implementation of an enterprise-lecture capture solution in an undergraduate business program.

 

Master Class Applications in the Health Sciences—Evidence from the Field

Mark Erickson and Sara North, Carroll University

The master class is a tradition in music pedagogy in which the instructor teaches in small groups with one student playing while the instructor and peers offer critique, and the “master” offers additional insight through discussion and demonstration. This presentation introduces the master class format to health science educators and presents evidence indicating it effectively engages students to advance learning outcomes.

 

Mentoring—The Story of the Newbie and the Veteran

Kristi Berg and Tawyna Bernsdorf, Minot State University

This inviting session features two faculty, one a 15-year veteran, and the other a first-year newbie. The veteran shares how informal mentoring can take on many shapes in higher education, including how rubbing elbows with a newbie created a whole new spark! The newbie shares how this mentoring relationship full of humor, heart, and help has contributed to her early success with students.

 

Multimodal Teaching Methods Applied to Complex Processes and Abstract Concepts

Elke Scholz-Morris, Methodist College UnityPoint Health

The poster demonstrates the use of inexpensive model construction, role-play, and fictional stories in teaching complex structures and multi-level processes in anatomy/physiology and science to visual and kinesthetic learners. Creativity, analytical thinking, and detailed observation are employed to assist students in transferring the intangible to something real and relatable.

 

Pilot Study: Using OER for Professional Development on Learning Science

Jennifer McKanry, Washington University in St. Louis

Open Educational Resources (OER), a rapidly growing way to overcome students’ financial barriers, are also applicable in professional development. A free four-week interactive online course was piloted using only OER. We will discuss outcomes and lessons learned, as well as examples of the OER used.

 

Program Learning Outcome (PLO) Assessment: Designing Effective Signature Assignments and Grading Rubrics

Toni Fogarty, California State University East Bay

In the Master of Science in Health Care Administration program, faculty developed a set of signature assignments and grading rubrics that assess student performance and provide a common data set for program learning outcomes (PLOs) assessment. This session outlines the process and reviews the data for program evaluation and improvement.

 

Promoting Pedagogic Change in Sessional (Adjunct) Teaching Staff

Jennifer Honor, UTS:Insearch

The use of adjunct staff has become characteristic of the higher education landscape worldwide. UTS:Insearch developed a professional development model for adjunct staff that is teacher-centered and directed, uses student progress as evidence of efficacy of new approaches, and actively supports and encourages involvement in professional development activities.

 

Psychological Student Syndrome on a Small Midwestern College Campus

Kelli Gardner and James Nevitt, Peru State College

We examined whether being exposed to information about mental health in introduction to psychology and abnormal psychology courses led students to experience distress about their own mental health status. We also measured Big Five personality traits to see if they could predict which students were more prone to experiencing distress about their mental health.

 

Ready, Set, Test! Teaching Students Test-taking in a Digital World

Nicola Eynon-Brown, St. Lawrence College

Students in higher education utilize test-taking strategies developed with traditional paper based testing (PBT). With advancing technology, computer based testing (CBT) has become common, and limits the usefulness of existing test-taking strategies. Anecdotal evidence suggests an increased level of comfort with CBT and evolution of test-taking strategies. This pedagogical practice is a promising component of instructional design to promote student success.

 

Rigor: Codifying a Communal Definition and Pedagogy

Catheryn Weitman, Texas A&M International University, Lynn Hemmer, Texas A&M University, Corpus Christi, Jill Farrell, Barry University

The word “rigor” is extremely common; used emphatically without question with a myriad of voices perpetually calling for increased rigor. Unless faculty grasp a solid definition of rigor, implementation will continue to be spotty and allusive, regardless of the discipline; amassing louder cries and more aggressive dissatisfaction with graduates. This poster presentation identifies the common elements needed to determine, enhance, and implement academic rigor.

 

Scaffolding the Development of Conceptual Models Using Analogies and Simulations

Gigi Saunders, Missouri State University

Given varying background knowledge of college students, it is difficult to find common ground from which to begin the critical reasoning process. Having a common analogy allows instructors to highlight connections between pieces of knowledge, and students engage in evaluating how well the analogy represents the actual situation. Simulations challenge students’ conceptual models further by requiring prediction and testing of predictions.

 

Service Learning in the Online Environment: Student Values and Perceptions

Casey Mace, Melody Madlem, Tishra Beeson, and Jill Hoxmeier, Central Washington University

Online course offerings are expanding across university programs and curriculums. However, community-engaged majors such as public health have a unique challenge in offering online students field-based service learning in the online environment. This poster presents the findings of a pilot study aimed at examining best practices in offering service learning in online curriculum, particularly in the field of public health.

 

Service Learning: Lamentations and Liberation

Kathleen Rathje Zumpfe, Doane University

Of the faculty who have tried service learning, some continue to routinely implement the pedagogy, others have permanently deleted it from their curriculum, while others occasionally experiment with the practice. Most faculty ask themselves if the effort is worth the results. I will share both highs and lows, as well as lessons learned and reasons for implementing service learning.

 

Student Engagement and Learning Through Cocurricular Activities

Paula Griswold and Stacy Starks, University of Louisiana Monroe

This presentation provides information on methods used to design cocurricular activities and how they connect coursework with real life experiences. We conclude with a review of the impact of these activities on student learning, the university, and the community.

 

Teaching PREP (Professors Reviewing Excellent Practices) Course for New Faculty

Dennis Buckmaster, Purdue University

Purdue Agriculture launched a professional development course for new faculty that includes 10, 90-minute sessions and covers learning styles, personal teaching philosophy, learning objectives, syllabus construction, managing cognitive load, and much more. This poster will present the course syllabus, structure, and resources and include some feedback from the inaugural delivery.

 

Technology Barriers in the University Classroom: The Laptop Factor

Anne Lorio, Georgia State University

Divided attention has a negative impact on learning. This pilot study examined laptop use in a graduate physical therapy classroom, and examined compliance and vigilance of select students with using laptop computers for lecture notes only. Results indicate during 65 percent of the observation period, students demonstrated multitasking behavior with an average of 48 switches between lecture notes and other applications.

 

Technology-based Active Learning in a Biology Program at an HBCU

Andrew Lloyd, Delaware State University

In first- and second-year core courses, material is delivered primarily through online videos followed by in-class group work on problems using several different technology-mediated systems. Course outcomes and retrospective attitude surveys indicate a mixed outcome. There is marked attrition in the first semester, followed by significant student success in all subsequent semesters. This suggests an initial difficulty adjusting to this pedagogy which must be addressed.

 

The Factoring Flowchart

Kyle Muldrow, DeVry University

Algebra students often get discouraged when factoring polynomials since there are so many formulas to remember. Do your students complain about having to learn so many formulas and not knowing when to use each one? The Factoring Flowchart will show them a user-friendly algorithm, along with some new terminology, that will help them figure out how to factor any equation quickly and easily, and have fun doing it!

 

The Good, the Bad, and the Ugly of Audio Feedback

Susan Stillwell, University of Portland

Providing feedback to students enrolled in online programs can be challenging for educators. Yet, it is an important opportunity to improve student learning and academic performance. This presentation provides benefits and considerations for implementing audio feedback, including student feedback in a hybrid educational program.

 

The Impact of Community Context upon Instruction in Higher Education

Doug Feldmann, Northern Kentucky University

An understanding of the values, customs, and traditions of a community that surrounds a college or university can be invaluable to those who work within it. This presentation illustrates the importance of understanding the concept of community context within a university setting, and its subsequent impact upon the life of a faculty member.

 

Top 10 Tips to Make Your Online Course Content Accessible

Ann Marie VanDerZanden, Iowa State University

This poster highlights 10 basic strategies for creating accessible online course content. The final takeaway product is a model action plan you can use to build a personalized timeline for implementing course changes to improve accessibility. The poster provides both context for increasing accessibility as well as actionable items you can complete on your own.

 

Using Avatars to Engage Students Prior to Class: An Experiment

Pamela Lee, Shannon Jackson, and Zachary Smith, Saint Leo University

The goal of this research project is to use an experimental design to measure if we can improve student learning outcomes in a flipped graduate level class. The intervention consists of using avatars as instructional assistants to deliver preparatory lectures to the students. Studies have shown that students allocate less of their time to studying and reading material outside of class. To successfully flip the classroom, we need a mechanism that provides students with a readily available and assessable method to acquire the basic knowledge that will enable educators to use higher level learning techniques in the classroom.

 

Using Open Educational Resources to Teach Social Implications of Computers

Susan Pfeifer, Valley City State University

This course was designed to use various active learning assignments and activities along with OERs. Since a single OER did not exist, important topics were identified. The ethical framework was introduced and each student was required to research a topic and execute various learning activities. This improved recollection of content and required active engagement because students could be selected to debate the ethical question.

 

Using Perspective-Taking Activities to Improve Metacognition

Lisa Vinney, Illinois State University

This session discusses the design, implementation, and impact of an innovative independent study experience focusing on the interdisciplinary assessment and management of laryngeal cancer. We describe the inclusion of discussion-based perspective-taking activities as a method to facilitate students’ learning of content knowledge and development of metacognitive awareness. Outcomes from this independent study will be discussed along with recommendations.

 

Using Student-Generated Questions to Promote Student Learning

Paul Clikeman and Jon Messer, University of Richmond

Rereading text and massed study (i.e., cramming) are the most common study techniques college students use to prepare for exams. Unfortunately, cognitive psychologists find neither technique effective for promoting deep understanding or retention. This session describes an assignment requiring students to write mock final exam questions, and demonstrates how to use freely available software to compile student-generated questions into a searchable database students use to study.