Poster Sessions

Preparing Your Course

Micro-Courses: Reimagining Course Design

Robin Weinstein, Wilmington University

Competency-based education (CBE) allows higher education institutions to rethink the traditional formats of instructional delivery. Using CBE as a framework, traditional 3-credit courses can be broken down into 1-credit micro-courses for in-person workshops and online courses. Micro-courses allow learners to customize their educational experience and building their professional competencies. Micro-courses provide a “stackable” pathway to certificates and degrees while offering the student a smaller financial burden spaced out over time while delivering a shorter time frame for completing the course. This poster session will focus on the benefits of the Micro-course design while exploring ways that 3-credit courses can be redesigned into a 1-credit course stackable model.

Student Engagement

A Cultural Priority: Simple Practices for Stimulating Student Engagement

Jane Sutterlin and Maria Wherley, Penn State University

Continued research in learning science and the science of emotion informs recommendations for how instructors can promote student engagement by cultivating a relationship-rich climate that facilitates learning and sets students on a positive cycle of support, motivation, and success. What can you do to welcome students to participate, learn more easily, and feel validated? We’ll share ways to employ the four Rs of Relationships, Relevance, Rigor, and Reflection to engage students on many levels. Come talk with us about how the incorporation of learning science research principles, along with the utilization of basic technologies, can engage students and enhance your teaching and learning.

Student Centered Learning Via Collaborative Practice: Case Study Writing and Teaching

Nalini Broadbelt, Michelle Young, and Nevila Jana, MCPHS University

To assist student in knowledge acquisition and its transformation this project was created to allow students to be analytical and creative in their own learning process. Students were grouped via similar interest but differing skills into teams. Using current and past courses foundational knowledge they worked to create a multipart clinical case study. The learners were able to engage in higher order thinking, problem solving, and complex learning as they became competent in collaborative practices and responsible management to accomplish the tasks. Assignments, rubrics, and instructor and peer-feedback were used to guide the learning process. The project will demonstrate the creation and analysis of clinical cases with valid solutions and debatable outcomes at a conference.

Transforming Teaching and Learning in Higher Education with NeuroScience

Rachelle Franz and Tyler Weldon, University of Central Oklahoma

America’s higher education system is at a juncture between traditional and contemporary views of teaching and learning. Traditional instruction is often at odds with how we now understand humans learn. Unfortunately, many faculty at U.S. institutions of higher education do not have access to nor the ability to pursue sustained professional development related to their teaching. Thus, they may not be able to implement instructional practices that align with what research from cognitive learning sciences has uncovered about teaching and learning. Faculty often rely on “neuromyths” which are rarely congruent with contemporary knowledge of how learning occurs. Our work seeks to address this problem by helping faculty separate neuroscience facts from fiction and reimagine their instruction considering contemporary knowledge from the learning sciences.

Technology Tools for Teaching

Practice-Testing Using Student Authored Multiple Choice Questions

Cynthia Rothenberger, Alvernia University

Research in a variety of disciplines indicates that practice testing with student-created questions is an effective study strategy for college students as they prepare for examinations. Results of a descriptive correlational study of the relationship between engagement in a free online platform for student-authored multiple-choice questions and examination grades among prelicensure students will be presented. Participants who had a higher mean exam score were more likely to have answered more questions and submitted more ratings. Strategies for implementation of practice testing using student-authored questions in an online setting, applicable in any discipline, will be discussed.

Online Teaching and Learning

Promoting Online Engagement by the Student-Generated Question (SGQ)

Samantha Juan, British Columbia Institute of Technology

The frequency of online learning has surged in higher education, and engagement is a critical element in students’ success in online learning. This study examined if the student-generated question (SGQ) could promote engagement in an online nursing leadership course. A quasi-experimental and post-test design was employed with 179 undergraduate nursing students recruited. Six learning behaviors related to engagement were retrieved from the institution’s learning management system (LMS). The SGQ was embedded throughout the intervention group’s online course except from weeks seven to 11. The multivariate analysis of variance (MANOVA) was conducted. The results indicated a significantly higher level of engagement only when SGQ was implemented. The findings support SGQ as an effective learning tool for promoting engagement in online learning.

Student Preferences: Favored Elements of Traditional, Blended, and Online Learning

Stephanie Adams, Illinois College of Optometry

With increased use of distance education, instructors need a better understanding of which remote instruction elements should be used to promote learning and student satisfaction. To achieve this understanding, first-year optometry students were surveyed on their preferred didactic course formats in higher education: traditional, blended, or fully online. Students also indicated the most important features of their preferred format. Most students preferred a blended learning environment due to the flexible lecture schedule, self-paced course mastery, and efficiency. The results of this survey can serve as a guide for future course design and administrative considerations.

Students Evaluate Customized Instructional Videos for Successful Learning

Elizabeth Wyles, Illinois College of Optometry

As part of a remote learning ocular anatomy (OA) course, customized instructional videos with active-learning strategies were created to deliver the course content. Using basic editing software and a video streaming platform, the instructor-created videos incorporated supplemental features including clinical images and videos, interactive applications, instructor-led drawings, self-assessment questions, pop-up text emphasis, break-away images for review, and free-hand annotations to enhance student understanding and engagement. This study examined the perspectives of students who completed OA using the videos and examines the specific video features that best supported successful learning.

Teaching Specific Student Populations

Reducing Math Anxiety and Increasing Math Self-Efficacy

Shanda Hood and Josh Girshner, University of Arkansas

Math anxiety is the feeling of nervousness or fear that can create difficulty in learning or doing mathematics. Studies have shown that there is a correlation between math anxiety and math achievement. In an 8-week online course, students studied topics including math anxiety, mindset, and memory formation. These students completed a video presentation describing a real-world application of mathematics. Hence, they examined root causes of their math anxiety, strategies for dealing with these negative feelings, and explored mathematics applications. A comparison of pre- and post-course MSEAQ results showed an increase in reported self-efficacy regarding mathematics.

Supporting Veteran/Military Students in a “VIP Care” Program

Ken Tillman, Southeastern Louisiana University

The “Louisiana Increasing Opportunities for Nurse Veterans in Primary Care” (LION VIP CARE), a HRSA grant funded project, provides veteran/military nursing students opportunities to develop primary care nursing competencies. Working with veteran/military students over the 3-year program has revealed challenges these students face in the academic setting. Many report feeling disconnected from their college peers. In general, civilians on campus, including faculty, lack an understanding of veteran/military students and military culture. Many of these students struggle with balancing school with work and family commitments, and these students may also suffer from mental health issues.

Using Theme-based Instruction to Increase Performance of Students with a Learning Disability

Brian Ogle, Beacon College

Beacon College documented a difficulty with maintaining student performance against established institutional measures. The goal of this study was to determine if theme-based instruction, when integrated with active learning strategies, had the potential to increase student performance in the course. Findings suggest theme-based instruction has the potential to increase student performance in undergraduate science course for this student population. The level of integration of theme-based practices can influence the level of outcomes; however, it appears to have no direct impact on final semester grades.

Diversity, Equity, and Inclusion

Accessibility Includes Retrieval of Materials

Janene V McMahan, University of Alaska Anchorage

In addition to the accessibility of your materials, consider other types of access. Students may not have the money to pay for good internet access or be in an area where it is available. Use the lens of ‘if you can’t reach it, it doesn’t matter if it is accessible.’ Therefore, any item you work to make fully accessible should be reachable by underrepresented tech audiences and poorer individuals.

Building Inclusive Campuses: Examining the Effects of Instructor Leadership Behaviors on Student Belonging

Christina Leshko, SUNY Canton

Experiencing a sense of belonging, feeling accepted, and building relationships is crucial for undergraduates. These components contribute to increased engagement, retention, and graduation. These experiences are particularly integral for historically underrepresented groups, such as those identifying as BIPOC, LGBTQ, nontraditional, persons with a disability, or economically disadvantaged, who are more likely to encounter unforeseen obstacles. The purpose of this study is to expand an understanding of how instructor behaviors in the college classroom influence undergraduates’ sense of belonging and support inclusive campuses.

Teaching in the Health Sciences

Creating Equity through Stakeholder Engagement

Susan Welch, University of West Georgia

The research aims to determine the process and provide a theoretical framework by which academic and healthcare stakeholders engage in developing and renewing nursing curricula. The proposed research will determine how nursing academia and healthcare stakeholders develop and renew nursing curricula using grounded theory methodology. In conclusion, a theoretical framework of the process is necessary to select robust competencies consistent with current nursing practice.

Interprofessional Simulated Telehealth Training for Medicine, Nursing, and PT students

Karen Gordes, University of Maryland Baltimore

This poster describes the development, implementation, and assessment of a pilot study for simulated interprofessional Telehealth educational experiences between students in the fields of medicine, nursing, and physical therapy. Pre and post qualitative analysis of learner attitudes through the SPICE-R2 survey and thematic analysis of semi-structured interviews demonstrated these types of learning experiences are warranted to enhance HPE learner’s understanding of respective provider roles, developing communication skills for collegial team-based interactions and for effectively streamlining redundancy in Telehealth enabled clinical care.

Instructional Vitality: Ways to Keep Teaching Fresh and Invigorated

Co-Teaching During Pandemic Times: Our Remote-Virtual Learning Experience

Iliana Ballester-Panelli and Alba Brugueras-Fabre, Universidad del Sagrado Corazón

Sometimes, during these pandemic times, professors have felt like beginners instead of specialists. These isolated times have created an urgency for faculty to support each other and collaborate. Co-teaching can be seen as an incredible way to do this and ensure student learning. However, sharing a course, even remotely, has become more complicated. When designing, planning, and teaching a remote-virtual course, adding faculty expectations can create many challenges, from scheduling, curating contents, and sharing instructional responsibilities to finding innovative approaches to promote the student learning experience. The presenters have developed a planning tool for co-teaching planning. The planning tool helps define the roles and responsibilities derived from a co-teaching experience. It provides specific steps for developing a team-teaching course, as in this case, in a remote-virtual learning setting.

Connect with a Changing Student Population through Character Strengths

Justina Or, Kettering College and Laura Thompson, Delaware Technical and Community College

This poster shows how faculty may employ strengths-based strategies to grow connections with diverse student populations to promote student success. The demographics of the student body are shifting and becoming more diverse. Since connectedness plays a crucial role in student success, faculty must adapt and connect with students from diverse backgrounds. Character strengths are useful tools to cultivate connections. The poster will discuss four specific strengths-based strategies faculty may use to connect with diverse student populations, including turning your strengths other-oriented, character strengths appreciation, mindful listening and speaking, and boosting humility.

For New Faculty

Teaching Personas of Teaching Professors – Do They Exist & Do They Matter?

Kristel Gallagher, Thiel College

The purpose of this exploratory study was to consider the possibility that college professors may perform their duties as teachers under the guise of “teaching personas” that are unlike that of their everyday lives, while also examining the potential relationship between persona distinctiveness and the overall work experience of professors. The findings suggest that professors see themselves as more extraverted, emotionally stable, caring/supportive, professionally competent, and better communicators as teachers than in their everyday lives. Being more conscientious, feeling more capable, and perceiving oneself as a better communicator in the teacher-role was associated with more job burnout.

Faculty Support

Rethinking Faculty Development Podcasts in the Wake of a Pandemic

Jinnette Senecal, Arizona State University, Edson College of Nursing and Health Innovation

Podcasts offer a flexible platform for anytime/anywhere, self-directed learning, and consumption rates have been steadily increasing in the United States over the last decade. This poster session will present some of the benefits and barriers to creating or curating podcasts for faculty professional development, and how podcasts might be optimized for efficiency and effectiveness for this audience. The realities of working during the Covid-19 pandemic has only highlighted the necessity for high-quality, on-demand resources for faculty. Aspects related to podcast design, production and dissemination will be presented with emphasis on strategic alignment to desired faculty learning outcomes.

Using Faculty Working Groups to Develop Hybrid Courses

Elizaq Bobek, University of Massachusetts Lowell

Online faculty working groups were formed to pilot the development and implementation of hybrid courses, with the courses split between on-campus and online, either synchronous or asynchronous. To participate, faculty proposed a specific course, the rationale for a hybrid format, and how they planned to assess student learning. Faculty were supported with both pedagogical and technical professional development. The working groups focused on areas of faculty interest including facilitating discussions and fostering student engagement. Faculty shared syllabi, resources, and experiences, in cross-disciplinary groups structured to promote collaboration and engagement.