Poster Sessions

The 2018 Teaching Professor Annual Conference Poster Sessions.

An Evidence-Based Approach to Blended Course Design for Professional Learning
Sophia Stone, Duke University

Duke Learning Innovation partnered with the Duke Center for Health Informatics and Duke School of Nursing to design Data Standards for Learning Health Systems, a blended course for biomedical professionals, and N502: Health Promotion and Disease Prevention, a graduate online course for students enrolled through Duke in Durham and Duke Kunshan (China). This session showcases both evidence-based course designs, highlighting interactive, instructional video solutions, digital pedagogies, and effective teaching practices to engage adult professional learners and international students. Quantitative/qualitative data demonstrates impact and potential application to academic programs beyond Duke.

Are You Ready to Go Live? Utilizing Synchronous Tools and Managing Live Interactions
Pei-Ju Liu and Mingsheng Dai, Central Michigan University

Synchronous tools have many benefits in online and blended/hybrid learning and teaching because of the rich media and real-time nature. Yet they also pose some technical and scheduling challenges. This presentation explains the pros and cons, show activity examples, provide sample tools, demonstrate design steps, and share managing and facilitating strategies that faculty can adapt and apply to various tools or platforms.

Are Your Students Flipping Prepared?
Amanda Anderson, Iowa State University

Flipped classroom design can be adopted across most if not all disciplines. The results of this work, therefore, can be applicable to many faculty. This study examined the effectiveness of class prepared assignments (CPAs) in an undergraduate laboratory with a flipped design. The results showed statistically significant differences in quizzes, percentage of pre-assignment videos watched, and multiple video views. No statistically significant difference was found for reported student preparedness. Class prepared assignments appear to increase participation in pre-class assignments and may encourage students to interact with the content multiple times.

Classroom Movement and Engagement Among College Students
Michael Alexander, Texas A&M University

Physical activity has myriad benefits, yet college students spend about 30 hours per week in sedentary behavior, primarily during class and studying. Physical activity and active learning strategies enhance cognition, academic achievement, student engagement, and motivation, yet little is known about classroom movement as a mechanism for learning among college students. This poster describes the results of a pilot study exploring student perception of several movement-based and interactive classroom activities and explains activities that students reported as impactful to course engagement and/or comprehension and retention of content.

DEEP Development Planning
Steve Allen, University of North America

Teaching professors … we are often hired for the expertise we bring in our respective fields but are rarely trained as educators. We grow through trial and error and development plans with little to no guidance or follow-up. This Session shares a framework for professional development to complete a DEEP (Discovery, Education, Experience, and Projects) Development Plan. We discuss the parts of the plan and share ideas on resources for professional development.

Engaging in SoTL to Understand the First-Year Experience
Michele Everett, Coastal Carolina University

This session presents findings from research that aimed to improve classroom practice and student learning outcomes—a reflective narrative of engaging in SoTL to better understand the first-year experience. The session illustrates the process of designing and conducting SoTL studies, using findings to improve teaching and learning, and disseminating research findings to the academic community.

Exit Slips: Feedback, Formative, and Fulfilling
Joyce Laben, Northern Illinois University

The exit slip provides the means for a student to communicate with an instructor. Assessment is an important aspect of teaching and an exit slip can provide a quick assessment of learning. In higher-level courses where prerequisites are required, the exit slip is a quick way to determine knowledge base. This exit slip assessment assists in determining the instruction and the level of review needed in the next class. The ability to reflect is a key skill in all careers.

Experiencing Peer Assessment Among Second-year Medical Students
Leslie Solomonian, Canadian College of Naturopathic Medicine

Peer assessment is a compelling method to evaluate and support the development of professional behaviors. After a brief training on the topic of feedback, students enrolled in a second year medical course were required to provide quantitative and qualitative formative feedback on attributes of professionalism to their peers. Our study surveyed the students’ experience of giving and receiving peer feedback. We also sought to understand students’ perceived value of feedback received, and any deliberate changes they implemented in response.

Faculty Development for the Online Environment—A Collaborative Approach
Janet Staker Woerner, University of Wisconsin-Madison

The poster session covers faculty development options for a collaborative approach for transitioning faculty to the online environment. The audience will be guided through several programs to educate and enhance faculty understanding of what it takes to be a successful online instructor.

Faculty-Lead Professional Development
Lindy Stewart and Sandra Bailey, Oregon Institute of Technology

This poster provides an overview of the Commission on College Teaching’s efforts to provide faculty with teaching-related professional development at a small, technical university. In the absence of a Center for Teaching and Learning, the faculty-run commission has stepped in to create and implement professional development opportunities for both new and experienced faculty. These efforts, including an annual conference and teaching fellowship have been so well received and attended by faculty that they have led to funding and support from both university leadership and from the university’s foundation.

Gaming in the Classroom: Annual St. Patrick’s Day Exam Review
Mary Lee Jacobson and Cynthia Powers, Union University

Each year in the accelerated BSN program, St. Patrick’s Day falls the week before the final exam for the Skills Practicum course. For the past nine years, I have dressed in a St. Patrick’s Day top coat and hat and handed out green accessories for the students. The students divide into teams and answer questions on all the categories learned in Skills class from basic hygiene to IV therapy. They have a great time learning and do well on the final exam, as well as, the check-off stations. Prizes and refreshments are provided.

Hacking New Faculty Training: A Multimodal Pathway
Mary Hennessey and Brian Danielson, Slippery Rock University

New faculty face challenges that can impact their success: showing excellence in teaching, scholarship, and service, establishing professional networks, becoming oriented to campus and culture, and establishing a healthy work-life balance (Sorcinelli, 2007). To help new faculty overcome these challenges, Slippery Rock University has created an engaging, multimodal training model that includes a three-day orientation, tidbit emails, monthly meetings and digital/video resources. The session describes components of and the development process for the model, now in its first year.

How to Teach Writing Without Killing Yourself
Eszter Trufan, University of Houston Downtown

We know from our academic experience that writing can be improved through consistent practice, timely feedback, and multiple draft revisions. However, implementing these elements in a comprehensive writing intensive experience for a course can be challenging. This poster provides an example of a course structure built around writing assignments in an upper-level science course. It includes assignment prompts, progress timelines, one-on-one meetings between students and instructor, a peer review process and a detailed evaluation rubric. The assignment structure is flexible enough to be adapted to other disciplines and has served as inspiration for faculty from other departments.

I'm So Excited! Using an Interactive Syllabus Before Class Begins
Kimberly Coleman, Morgan State University

When was the last time a student mentioned reading or being eager to begin a class after reviewing the course description in the course catalog or reviewing a previous year’s syllabus from the departmental website? This poster details strategies implemented at an urban Historically Black College or University (HBCU) by using an online platform to creatively introduce, spark anticipation about the course content, communicate the course expectations, and set the environmental tone of the course before the first day of class.

Image-based Inquiry: The impact of students’ ADA awareness
Charles Ford, Samford University

Students hold a relative understanding of ADA compliance, equating ADA compliance initially to a personal and more often than not, limited understanding. Design educators understand the importance of ADA compliance imbued within any given design solution. This project revisits instructional techniques employed in an effort to heighten student awareness and empathy for universal design. Findings indicate image-based inquiry raises student’s awareness and empathy for the non-typical end user. This approach provides educators with an instructional technique that can improve students’ heightened sensibilities relating specifically to the non-typical occupant.

Key Elements For Designing Class Projects That Work
Jeff Lynn, Slippery Rock University

Project based learning (PBL), when executed properly, is superior to traditional pedagogy for the understanding of material concepts and developing essential success skills for career and life. There are seven essential project design elements that should be included in PBL. These elements are: challenging problem or question; sustained inquiry; authenticity; student voice and choice; reflection; critique and revision; and public product. The proposed poster presentation provides clear explanations of these design elements and relevant examples of each in a way that attendees will be able to implement some or all of the elements in their courses immediately.

Mastering Biology as a Tool for Engagement in Student Learning and Growth
Noelle Cutter, Molloy College

Student cohorts of large enrollment in undergraduate first year subjects typically comprise students from a range of educational and cultural backgrounds, and with different capacities and motivations for learning. Undergraduate students lacking prior learning in a particular discipline area often struggle with subject content and in particular with complex processes or the application of concepts. This poster examines results of a two year studying of implementing and online learning catalytic tool, Mastering Biology, in a first year majors biology course.

Present! Live Classroom Attendance Matters; How You Attend Does Not
Stephanie Nesbitt, Utica College

Distance/online learning has challenged instructors’ ability to deliver interactive experiences which encourage student engagement. To address this challenge and encourage self-regulated learning, the author led a team that developed a blended learning modality where students may attend a physical classroom, join the physical classroom virtually, or watch the class recording. This study continues the author’s prior research on student engagement and success and investigates whether the form of engagement (physical or virtual attendance) impacts student success. Study results demonstrate that “showing up” matters, but how you show up does not.

Reach and Teach: Enhancing Pedagogy With Mobile Technology and MicroLearning
Dan French and Leisa Morrison-Goal, Mercy College of Ohio

There is a growing disconnect between the way today’s students consume information and traditional pedagogy. The notion of a typical full-time student has blurred significantly; today’s students are pressed for time, diverse, and are working. Based on a qualitative analysis of students’ behaviors and preferences, we developed mobile microlearning modules designed to augment traditional teaching in face-to-face, hybrid, and online courses. Our poster session shows how we deployed interactive content for mobile devices, and how we engage students with short, concise lessons that enhance teaching and learning on platforms on which they are both familiar and comfortable.

Removing the Grade: Promoting Learning through Experience
Courtney Lewis, Eastern Michigan University

In a specific athletic training course, students are instructed on how to evaluate injuries to the upper body. Students are then tested on the material in a variety of methods including written exam, skills check-off assessments, and comprehensive practical exams. In order to help encourage and understanding of the big picture and how to transfer skills to practice, a new grading method was utilized for the comprehensive practical exams. This new method placed an emphasis on student performance and application of knowledge, rather than obtaining a certain letter grade or receiving a set amount of points.

Saying Yes to the Community: Engaging Public Health Students
Brenda Soto-Torres, Ponce Health Sciences University

Increased attention has been placed in community-academic partnerships focused on health problems. This provides opportunities to engage public health students beyond the classroom in cognitive, emotional and behavioral dimensions. For the community, it offers co-learning opportunities and capacity building. This session offers strategies to approach a community and how to combine learning opportunities in the classroom with student-led community projects from needs assessment, stakeholder analysis, program development through implementation. Work-plan templates and rubrics/evaluation guides linking course competencies and objectives with activities will be shared.

Student Perceptions of Instructor Ability and Authority Influence Academic Performance
Janet Genz, University of West Georgia

This study compared three types of laboratory instructor in an introductory biology course: an undergraduate teaching assistant (TA) who has taken the course previously; an undergraduate student who was the TA for both the lab and lecture components; and the faculty instructor. Surveys were used to assess student’s perception of their instructor’s authority and content knowledge. Metrics of academic performance in both components of the course were analyzed to examine any differences associated with instructor type, and to determine whether differences in laboratory instruction influenced the connections in understanding made by students between lecture and lab content.

Student Skills for Success: Academic Integrity
Alice Schmidt Hanbidge, Kyle Scholz, and Amanda McKenzie, University of Waterloo and Tony Tin Renison, University College

It is crucial for educators to determine the most effective ways to deter student plagiarism. Academic integrity is presented through an open-access online app to engage students and enhance their understanding of integrity. A variety of learning scenarios, activities and tests are available and students are awarded an e-certificate and digital badge upon completion of the tool. Best strategies are explored, from a student user perspective, from hundreds of university students who provided feedback about accessing and learning information with this m-learning tool. The app is applicable across post-secondary institutions and can be tailored to your institution’s unique needs.

Student Success through Technology, Flipping, Multiple Intelligence Theory Based Assessments
Willie D. Davis Jr., Lansing Community College

Media Centers offers an opportunity to diversify optional delivery methods. Lesson planning using Multiple Intelligence Theory as a base facilitates within the same classroom different ways to learn the same lesson. Centers use learning stations with three different smart boards, and a fourth station to generate and deliver lessons using technology as well as some students want—a low technology approach. Innovative ideas such as flipping, multiple types of assessments, and using the textbook and the test as learning tools provide multiple pathways to student success. A demonstration of this model and the student success results will be presented.

Supporting Underrepresented Students in STEM through Peer Supplemental Instruction
Chantelle Anfuso, Cindy Achat-Mendes, Judy Awong-Taylor, Jennifer Hurst-Kennedy, Katherine Pinzon, Benjamin Shepler, Rashad Simmons, Georgia Gwinnett College

Georgia Gwinnett College is an access institution with many students facing unique challenges in college: minority, first-generation American, first-generation college, and students underprepared for college curricula. Consequently, many students struggle in introductory STEM courses. To support student retention within STEM, a Peer Supplemental Instruction program has been incorporated into gateway courses to support content mastery, STEM skill-building, and create a strong STEM culture. In addition to challenges specific to our population, a major obstacle is that 10–40 sections of each course are offered per semester. We have therefore adapted the traditional SI model to fit our needs.

Teaching Doctoral Students How to Use Technology
Connie Barbour, University of West Georgia

Knowing that increasing numbers of master’s and doctorate programs are completely online, we developed an asynchronous course, Distance Education in Nursing Education, to better prepare doctoral level nurse educators, and exposes students to using technology, best practices in implementation of technology, and best practices when teaching in a fully online program.

Teaching with Disruptive Technologies: The Balance of Power
Melissa Hortman, Medical University of South Carolina 

Disruptive technologies are transforming teaching and learning in face-to-face, hybrid, and online classroom models every day. It is hard to keep up with the pedagogy of groundbreaking tools as they attempt to displace established technology and teaching methods. We have to slow down and ask ourselves, are we really more effective teachers with the adoption of innovative disruptive technologies? In this session, we will examine the current landscape of disruptive technologies in higher education, discuss the right time to bring disruptive technologies into your teaching, and debate the effect of disruptive technologies on teaching and learning.

The Impact of Metacognition on Efficacy, Responsibility, and Learning Strategies
Teresa Neal, Kennesaw State University

Students’ judgments of learning have been found to be inaccurate (Bjork, Dunlosky, & Kornell, 2013), yet those judgments determine planning and the strategies a student implements (Clipa, Ignat, Rusu, 2011; Kratzig & Arbuthnott, 2009). Ultimately, achievement is determined by the student’s confidence, motivation, planning, and specific strategies. This poster presents the results of a semester-long metacognitive (reflection and goal setting) activity as it relates to students’ efficacy, learning strategies, and achievement.

The One-Sentence Lesson Plan
Norman Eng, City College of New York, City University of New York

How do you design effective lectures? Start with the “One-Sentence Lesson Plan.” It helps professors clarify the WHAT (the content or skill to be learned), the HOW (the method, strategy, tool, or activity), and the WHY (the purpose). 

To Think or Not to Think? What is Your Answer?
Regina Smick-Attisano, University of New Hampshire

Explore practical applications of infusing principles, concepts and skills of critical and creative thinking into class activities and assignments. Examine research on this topic and current demands of employers of all types hiring college graduates. Engage in multiple examples of the two types of thinking for immediate implementation in your classes and/or labs.

Using Curriculum Mapping for New Faculty and Program Development
Ellen Rainville and Justin Eck, Western New England University

Curriculum mapping has been used to frame the development of a complex curriculum in this new entry level occupational therapy doctoral program. Quite intentionally this process was used to support the development of the faculty, most of whom are new to full time teaching. Outcomes of this process have included improved collaboration, support for course and curriculum innovation, evaluation, and redesign. With increasing independence, faculty are using current educational theory in response to student learning needs and faculty strengths.