Poster Sessions

The 2019 Teaching Professor Annual Conference Poster Sessions.

Student Engagement in Health Science Classes
Deepani Tennakoon and Shazia Ahmed, Texas Woman's University

We describe a novel approach to engage health science students such as those in nursing in an experiential learning project. Student engagement is a critical component of long-term knowledge gain. Nursing is a high-stakes profession that requires long-term knowledge gain as opposed to memorization and short-term knowledge gain. This study explores the impact a learning experience that extends beyond the classroom to have a real-life application has on student engagement. The proposed approach promotes behavioral, emotional, and cognitive dimensions of student engagement in which students engage in understanding different diseases prevalent in the population and try to make a global impact.

Academic Freedom in Classroom Discussions
Antija Allen, Pellissippi State Community College; Jason James, Wilmington University; and Anthony James, Miami University

Discussion is a staple in a classroom. Though it may differ based on modality it remains central to student learning. Students and faculty become involved in learning through academic discourse creating a deeper understanding of content and exposure to new paradigms. Faculty’s role is to select topics to cover, and contentious ones can produce the most enriching discussions. Fear of retribution for discussing such relevant topics may lead topics being ignored. Job security is central to this reaction which makes sense with the trend of reduced tenure lines and increases in contingency appointments. Less protection afforded to the latter can result in faculty being more cautious about topics.

An Intervention to Support Self-Efficacy In the New Online Learner
Carrie Jarosinski, Mid-State Technical College

“Letters to Successors” is a student engagement intervention employed to support self-efficacy in the new online learner. A key strategy of engaging new learners is to provide frequent and consistent communication and feedback. In this intervention the novice online learner is afforded the opportunity to garner information from students that have successfully passed the class the previous semester allowing for vicarious learning experience.

Are You Ready to Transform Your Mindset? Traditional vs. Innovative!
Tracey Mays, Megan Fixen, and Nicole Wald, Minot State University

We present professional development to transform faculty from a traditional to a modern mindset. As higher education changes, faculty should consider a shift in mindset. The poster presentation will help to develop innovative approaches to education, lecturing and balancing work and life. With the increased demands of higher education, strategies are necessary to help faculty become innovative in a time of rapid changes. Presenters will show benefits of developing an innovative mindset, using technology to increase engagement, and employing strategies to cultivate a work/life balance. Tools provided include a mindset profile, apps, and sample life hacks.

Assessing Complex Thinking
Eng Seng Chia, National University of Singapore

Assessing complex thinking is one of the most challenging aspects in teaching. Two strategies are suggested. The first is to have a set of rubrics which students will use to assess past students’ work and compare with those of the lecturer. In this way, students learn which the important concepts are and how they will be evaluated. The second strategy is the use of peer review videos. Students are assessed by the quality of encouraging/constructive comments on each video. These comments can then be incorporated into the student’s report. Here, students learn to make judgements, gain insights into the quality of their own thinking, and obtain formative feedback by their peers.

Beyond Pink Time: Exploring Possibilities of a Unique Classroom Activity
Boyce Durr, Radford University

Pink Time is an assignment designed to increase student motivation and self-regulated learning. This poster will include an overview of the Pink Time assignment, where students are asked to skip class, do something of their own choosing, and then complete a self-evaluation. In addition to background information, a discussion of how this assignment has been adapted for general education Core Curriculum courses will be included along with the ways it has evolved over the last few years. Introduced by Dr. Timothy Baird in an undergraduate Geography course, Pink Time had proven to be a highly adaptable activity. This poster will include ideas for adapting Pink Time in other classes.

Breadth and Depth: Contextualizing History in a Flipped Classroom
Sarah Young, University of Louisiana at Lafayette

The poster explores methods to help students to see the big picture as well as the details in a content-heavy course. A flipped/hybrid classroom uses homework-time for passive learning activities and class-time on projects and discussions can maximize face-to-face feedback and promote higher-order thinking skills.

Designing A Rubric to Maximize Discussion Board Effectiveness
Debra Basil, University of Lethbridge

In this poster I will share a rubric for online discussion postings that has resulted in engaged student online discussion. Three factors contribute to the effectiveness of this rubric. First, students must incorporate others’ postings. They demonstrate this by positioning their posting relative to what others have said. This helps to assure that students consider others’ viewpoints. Second, students must move the discussion forward with new information, including citation. This requires students to do additional research for their posting. Third, all postings must be professional and courteous. This helps to build trust and openness within the group.

Developing Teaching Skills in Future Faculty Members Using Rubrics
Jane Reiland, Louisiana State University

As future faculty members, graduate teaching assistants (GTAs) vary in the levels of expertise in teaching skills and confidence. We have used rubrics as a means to foster development of GTA instructional skills regarding writing assignments. Timing professional development of these assessment skills prior to in class assignment of writing, has added benefit. The rubric emphasized the goals of the course from the onset and gave these emerging faculty clear guidance in adding course objectives to their lessons. It provided time to generate concrete suggestions for areas of frequent student confusion and a mechanism for providing clear feedback to the students.

Exploring the Impact of A Group Discussion Exam on Student Learning
Tracy Mainieri, Anna Bartos, and Benjamin Nyman, Illinois State University

Deep learning is an act of discovery where students question content for meaning, application, and connections (Bain, 2012). Exams in higher education are an arena where deep learning can become problematic. Bain (2004) contrasted performance-based assessment with learning-based assessment, where learning-based assessments became a tool through which students could learn. Two exam types that could be learning-based assessments are oral examinations and group examinations. What if the strengths of these two approaches were combined? This presentation will share the results of a study that explored the impact of a group discussion oral examination (GDOE) on recreation student learning.

Facilitating Learning and Navigating Cultural Guides for First-Generation Students
Candan Duran-Aydintug, University of Colorado Denver

First-generation students, especially first-generation low-income students, have much lower college retention rates in comparison to other groups. Research shows serious negative short-and long-term consequences of low retention rates. The findings of this study, conducted with first-generation students via focus groups and in-depth interviews, show that “cultural guides” might be more effective than “turning points” in learning how to navigate institutions successfully and may actually be acquired via “small moments.” A brief literature review, methods, findings, implications, and future research directions will be presented.

Faculty Don't Despair: Minimizing Bias in End-of-Course Evaluations
Ann Marie Ade, Embry-Riddle Aeronautical University, Worldwide

This poster session will report on a study recently completed at Embry-Riddle Aeronautical University, Worldwide, titled “Investigation of Gender and Faculty Status Bias in End of Course Evaluations.” (Note: the presenter is co-investigator of study.) The purpose of this study: to identify potential bias that may affect future promotion and tenure decisions based in part on current end-of-course survey responses, as well as the ratio of full-time to adjunct faculty to ensure student satisfaction. Going beyond this study, the presenter will offer up suggestions, based on additional research, on how to minimize the bias in end-of-course evaluations.

Faculty Feedback: A Critical Analysis
Kelley Walters and Patricia Henry, Northcentral University

Providing transparent written feedback to doctoral students is essential to the learning process and preparation for the capstone. Written feedback is even more critical in an online environment where face-to-face interaction is limited. Providing students with clear and consistent feedback on scholarly written course work enhances the writing abilities of doctoral candidates and prepares them to write their final capstone. The purpose of this study was to conduct an exploration of faculty feedback on written assignments in an online doctoral program. The Corpus for this analysis included 236 doctoral level written assignments that included feedback from approximately 51 faculty members.

Faculty Perceptions About Learner-Centered Teaching
Leslie Bachar, Research College of Nursing

The poster will present the results of research focused on faculty perceptions of learner-centered learning and teaching. The theoretical foundation for the study was Dr. Weimer's Learner-Centered Teaching: Five Key Changes to Practice. The participants of the study were all nursing faculty teaching in didactic courses. The information presented will feature participant perceptions of the role of faculty and students in the classroom, faculty-student relationships, teaching strategies, and evaluation.

Forget the Course Paper: Have Students “Build” an App Instead!
Adrienne Isakovic, Rasmussen College

Innovative, no-cost, technology can be used to provide an engaging, alternative assessment requirement for students. During an Introduction to Management course, students were assessed through a project in which they built an “app” about a selected course topic. No coding skills were required. Students were surveyed to understand their perspectives about this assignment. This poster will provide examples of the students’ work, survey results, and lessons learned by the instructor.

Games as Repeated Quizzes Modalities: Going Beyond PowerPoint Jeopardy
Erin Malone, University of Minnesota College of Veterinary Medicine

Testing has substantial benefits for learning and retention but can be both stressful and tiresome. Meanwhile students will repeatedly attempt challenging levels in games without worrying about failure and with a focus on mastery. Gamers even seek feedback in order to move to the next level. Harnessing games for repeated testing makes the learning more effective and fun. Many games can be created cheaply and easily using existing learning management platforms, standard office materials and/or using online sites to print materials. The poster will show several different games along with the learning results obtained using games as compared to standard teaching techniques in our DVM program.

Gamification in Education
Gerard Cronin, Salem Community College and Christopher Cronin, Saint Leo University

Over 18 million students are taking at least one of their classes online. By 2019 half of all classes will be done online. Over 75% of people are gamers. Learners recall just 10% of what they read but remember 90% if they do the job themselves, even if only as a simulation. This poster presents the following: Most effective uses of gamification, benefits to gamification in education and game elements.

Growth and Development of a Faculty Mentoring Program
Elisa Konieczko, Weslene Tallmadge, and Emmett Lombard, Gannon University

Gannon University has undergraduate and graduate programs ranging from health sciences to engineering. In 2017, it expanded its faculty-mentoring program from mentoring new faculty to mentoring all full-time faculty. Mentoring leadership, reporting to the Vice-President of Academic Affairs, was expanded and a mentoring advisory committee formed. Changes were made based on a climate survey given to distinct faculty groups. Mentoring activities now include peer teaching analysis, goal setting and scholarship workshops, writing retreats, and a revised new faculty mentoring process. Faculty at all ranks and disciplines are engaged together in the activities, both as learners and peer leaders.

Health Professions Interprofessional Education: A Pilot Study
Giuli Krug, Patricia Nelson, Amy Boyd, Ann Crawford, Michelle Hackney, Kristi Trammell, and Renee Turner, University of Mary Hardin-Baylor

This session highlights the results of a pilot health professions interprofessional education (IPE) experience with emphasis given to changes in student attitudes throughout the experience. Starting with team process fundamentals and building to applied case management, the pilot culminates with mock and live collaborative patient case rounds. Spirituality, ethics and communication strategies are threaded throughout the IPE experience. Data will be presented related to emotional intelligence, readiness for and value of interprofessional collaboration, and qualitative reflections from students. Finally, faculty will share lessons learned and recommend strategies for future IPE endeavors.

Implementing A Comprehensive Teaching Approach: Students Survey
Bisrat Hailemeskel, Howard University

This study reviews the use of a combined teaching methods in a 3-credit hour course to health professional students. The teaching methods combined the traditional lecture with several other advanced active learning techniques such as team discussion, case-based learning, collaborative learning, and flipped classes. Variety of technology platforms were used including Blackboard, Tegrity, Access Pharmacy, and e-books. The survey of students at the end of the course reveled a very high acceptance rate and over 90% satisfaction rate. Students learn differently and thus, implementing various teaching methods, as shown in this study, is critical in creating a lasting learning among diverse groups.

It’s Not Fair: Overcoming Inter-Rater Variability With Peer Marking
Jason Hall, University of Manchester

Peer marking supports learning by encouraging engagement and increasing exposure to different approaches to learning. It is more meaningful when it contributes to an overall grade but variation between markers can be unfair. This project employed comparative judgements to overcome the inter-marker variability. Students were assigned ten pairs of assignments and for each pair they judged which was best. An algorithm used the judgements to sort the assignments into a rank order. Students provided constructive feedback to further support learning. Staff reviewed the appropriateness of the student feedback and moderated the rank order to assign an individual mark to each assignment.

Making Student Enhancement A Core Part of Program Development
Toni Fogarty, California State University, East Bay

The poster will define student engagement, discuss three interconnected dimensions of engagement, review the benefits of engagement, and present multiple techniques to enhance engagement. The poster will also provide an overview of the Alameda County MPA program, which is offered exclusively to Alameda County employees and was developed as part of county workforce development and succession planning activities. A major focus of program development was to incorporate multiple engagement techniques into the program, and the poster will demonstrate how these techniques were incorporated into the program and how they affect student engagement.

Novice to Expert Faculty Mentorship in a School of Nursing
Andrea Sullivan and Renée Anderson, Thompson Rivers University

Expert nurse to novice educator transitions can be challenging. Understanding the curriculum and the role of educator, orientating to a university and understanding adult learners can be new. In addition, many new faculty are hired last minute into sessional positions. As a group they often have feelings of emotional detachment, a perceived lack of support and overall hardship with role transition. Determining the ideal supports when each has a unique skill set and unique needs for personal and professional development is challenging. We begin with a needs assessment and a general nursing orientation and then include a variety of activities to support new faculty and build a supportive culture.

Perceptions of Teachers and Students Using an Active Learning Classroom
Chalice Jeffries and Mike Jeffries, University of Central Missouri

This session will review research designed to discover the perceptions of the students and professors using an active learning environment at the University of Central Missouri through the lens of adult learning theory. Active learning strategies and techniques used within UCM's Active Learning Engagement Classroom (ALEC) will be shared, as well as the instructional design of the ALEC.

Promoting Student’s Engagement and Sense of Community Through Applied Projects
Kimberly Crossman, California State University Monterey Bay and Elissa Mitchell, University of Southern Indiana

This poster focuses on instructional strategies, specifically applied projects that help promote engagement. One assignment required students to create a family resource informed by research and theory. Students led project development with a balance of self-direction and instructor guidance, promoting cognitive engagement. Group members formed close relationships and the instructor helped create community in class to promote emotional engagement. The applied focus of the project forced students to increase involvement in the community, promoting behavioral engagement. We will reflect on this and other assignments that promote all aspects of engagement, sharing success and challenges.

Redesigning Lectures to Improve Student Engagement and Learning
Frederick Tejada, Patrice Jackson-Ayotunde, and Madan Kharel, University of Maryland Eastern Shore School of Pharmacy

The “Intro to Drug Action” lectures are part of the PHAR530 course which is a required course completed by 1st year students in a concentrated Doctor of Pharmacy program at the University of Maryland Eastern Shore. The lectures are offered during the first week of school in a 7-hour class format. The purpose of the lectures is to introduce the fundamentals of drug action. Historically, students struggle with the concepts as evidenced by their poor assessment performance. To improve student engagement and learning, the lectures were redesigned in fall 2018. The poster will describe the lectures redesigned details, provide data on student performance, and share student and faculty feedback.

Reflections on Community Based Learning from Interdisciplinary Perspectives
Courtney Grim and Bridgette Slavin, Medaille College

This poster showcases two campus-wide, interdisciplinary learning communities with immigrant/refugee populations; engaging students ranging from freshmen to seniors in high impact experiential learning practices through co-curricular activities, course assignments, and hands-on community events. Activities included cultural sensitivity training, public screening of films, round-table discussion with community partners, and panels on Human Trafficking from experts in the field.

Science Writing: A Tool for Increasing Environmental and Social Consciousness
Sujatha Krishnaswamy, Chandler Gilbert Community College

The poster focuses on how the twelve principles of green chemistry put forth by the American Chemical Society can be applied to design writing assignments that increase both student engagement and the ability to write without fear and anxiety. These assignments provide students with an opportunity to have a voice in social, economic and environmental issues in the world we live in. Examples of writing presented are broad in scope and are easily adaptable across disciplines. Exercises include writing both for the general public in a casual tone and also for the scientific community in a formal tone. Results from assessment of writing samples will also be presented.

Signature Pedagogies in Faculty Development
Frances Kalu, University of Calgary in Qatar

What can signature pedagogies look like in faculty development? A look into the disciplinary ways of knowing showed that reflection was a factor in learning within the discipline. Reflective practice, combined with an oral tradition, became the bedrock in faculty development sessions. An academic book club guided by structured questions developed to spur deep thinking turned out to be very popular amongst faculty, as they came together to share with their peers, co-create knowledge and reflect on their practice.

Strengthening Adjunct Support by Mobilizing a Customized Mentorship Program
Chercy Lott, Savannah College of Art and Design, Erin Freeman, The Art Institute of Atlanta, and Laura Huaracha, Carthage College

Providing a strong support for excellence in teaching can begin with an adjunct mentorship program. A high-quality customized induction mentoring program can help to accelerate the effectiveness of a new teacher. This will help to reduce the rate of attrition, improve the comprehension of support, and improve student learning in the long run. We want to share the research we have accumulated on this topic, along with some of our plans for implementing a mentoring platform. Our desire is to develop sustainable mentoring options and supportive communities to uphold excellence in teaching at every level. We hope to have an interactive dialog about our research and platforms.

The Impact of Regular Interaction with Repeater Students
Shanda Hood, and Josh Girshner, University of Arkansas

Data show that half of all students who have dropped/failed Survey of Calculus or Finite Mathematics will drop/fail again. These students face a lack of motivation and a fair amount of anxiety toward mathematics. To make connections and create an environment in which they are comfortable discussing any issues with the professor, repeater students were asked to meet with the professor to complete a personalized academic improvement plan. This plan establishes the need for regular contact with the instructor and should increase the student’s level of comfort with the instructor. We will address the impact of frequent student-faculty interaction with these at-risk students.

The Role of Faculty Development During Institutional Change
Kelley Walters, Northcentral University

A faculty development plan is a critical component of any university. Professionally trained faculty are able to use their time more effectively and are more apt to adjust to new technologies and pedagogical strategies. Learn how to support change initiatives through the design of courses on change management for leaders, faculty and front-line staff. Come discuss the role of professional development during this time of rapid, continuous change.

Tweet It! Using Twitter in And Out of The Classroom
Elissa Mitchell, University of Southern Indiana and Kimberly Crossman, California State University Monterey Bay

This poster will focus on the use of a Twitter assignment in four sections of two different social work courses. The purpose of the assignment was for students to learn to use Twitter in a professional (vs. personal) manner, and to engage with peers, others in the field, and course content to increase their knowledge of the subject matter. I will present my reflections on the assignment itself, as well as survey results on student learning and satisfaction from students who completed this assignment. Feedback and suggestions from others who have implemented similar social media assignments is welcomed.

Use Rubrics in Communication Intensive Courses to Provide Feedback for Freshman to Advanced Learners
Kyla Kazuschyk and Vijaikrishnah Elango, Louisiana State University

This poster will address how rubrics are used in courses that range from freshman to senior level art and STEM fields to provide feedback to students, how rubrics can promote students’ positive attitudes in course content, and how the use of rubrics can increase students’ eventual accomplishment of intended learning outcomes, including improved effective communication.

Using Instructional Media to Improve Student Learning Outcomes In Online Courses
Egbe Egiebor and Oluwakayode Adebowale, University of Illinois

The study investigates how different online instructional media can improve student learning outcomes in an online Environmental toxicology course. Understanding how learning outcomes are impacted by student engagement with different online instructional media may assist instructors make informed decisions when selecting what type of instructional media to use in their online courses.

Using Professional Development to Attract and Engage Online Nursing Faculty
Brinda McKinney and Dawn Archibold, Arkansas State University

This study explored how professional development in online teaching techniques, pedagogy, and tools affects the willingness of faculty to teach an online course; the delivery method of online courses; and the faculty satisfaction with online teaching. Findings included significant increases of embedded technology within online courses, the educator’s satisfaction with online teaching, and the incidence of course personalization.

Using Software to Promote Teamwork: Helping Your Teams Help Themselves
Jay Tombaugh and Cliff Mayfield, University of Houston - Clear Lake

The use of student teams in higher education is a valuable approach that potentially develops a highly regarded skill set critical for academic success. Unfortunately, the effectiveness of group-work in the classroom is limited when instructors are not prepared to teach teamwork skills and students, lacking those skills, endure yet another dysfunctional team experience. With group-work, it is advantageous to create a classroom experience that actively promotes the development of teamwork skills. A web-based application, the Team+ Team Management System, has been developed to help student teams make the critical decisions and create the structure necessary for effective teamwork.

Using Success and Learning Networks to Create Learner-Centered Courses
Jacqueline Hill Tudor, Ohio University

Student success and learning networks (SSLNs) consist of individuals, such as student peer mentors or faculty/staff members, tasked with offering course resources to students within a given program or course. The resources within the SSLN are tailored to the program or course and may include assignment of a success coach, attendance at “Professor-Is-In” study hour, development of individualized academic success plans, attendance at open lab hours, and others. Students will be directed to one or more resources, as needed, to meet academic goals. The network acts to guide students to the appropriate resource for assistance, while also assigning the responsibility of success to the student.

What do the Students Say? Participants’ Reflections on Team-Based Learning
Judi Bradetich, University of North Texas

Learners’ perceptions of courses are gathered using the Critical Incident Questionnaire (CIQ) developed and described by Brookfield in The Skillful Teacher (2006). CIQ’s administered in UG human development courses and Team-Based Learning (TBL) workshops confirm the findings of TBL proponents: students feel more engaged with each other and course content, they find themselves thinking more critically, and appreciate opportunities to hear from peers in TBL courses. CIQ’s provide evidence for skeptics and others that TBL is an effective, engaging, active learning strategy. Reflective practice enhances student learning, and timely feedback helps instructors improve their practices

What Your Students Expect: Instructional Technology for Diverse Learners
Brandon Simmons and Paul Springfield, Auburn University

From Learning Management Systems (LMS) to lecture capture/distribution, faculty have exciting opportunities to engage with their students at a new scale. However, due to time constraints, lack of interest, or fear of failure, many do not fully utilize technology to enhance learning, especially for Gen Z and students with accessibility needs. Grounded on the SAMR model (popularized by Dr. Ruben Puentedura) and student survey data, our poster session provides faculty with a unique perspective on what their students expect from their classes, offers ways to increase peer-to-peer interaction within the LMS, and recommends tools beyond the LMS to promote feedback and engagement from students.

Who Am I? Strategies for Teaching about Power and Privilege
Heather Van Mullem, Lewis-Clark State College

Creating a classroom environment that facilitates and supports discussions about sensitive topics can be challenging. For example, encouraging students to explore the topics of power and privilege resulting from social classifications and their impact on the thoughts and actions of themselves and others is an important step towards encouraging social justice as well as active and engaged learning. Using sport as the context, this poster will introduce a teaching strategy that attempts to encourage self-reflection and dialogue about the impact of social classifications on power and privilege in American society.