Poster Sessions


The 2020 Teaching Professor Annual Conference Poster Sessions.

Crawl, Walk, Run: Adapting Military Training Principles for Greater Student Success
Martha (Murph) Kinney , Suffolk County Community College

To ensure that training is achievable, yet rigorous, the military uses a philosophy called “Crawl, Walk, Run.” Using this philosophy, military trainers break complex skills into small component tasks, and train each individual task—the crawl stage. Later, trainers put together these tasks into larger sequences, allowing soldiers to “walk” through these sequences slowly with much feedback from trainers. Only when soldiers are competent doing these sequences slowly, are soldiers assessed on doing these complex tasks at standard pace. In 28 years as an Army officer, I honed this way of training for my soldiers, and have adapted it successfully over the past two decades as a college professor. In my session, I will show how skills can be broken down, sequenced throughout the semester, and identify how and when to give feedback to students.


Three Minutes Three Slides Presentation
Samrat Thapa, University of Lynchburg

Educators in the upper-level undergraduate science courses often spend the bulk of the semester on foundational concepts and little time on current research. Student’s exposure to the recent advances in scientific research facilitates application and higher understanding of the foundational concepts. Despite this being a high impact teaching practice, limited lecture time prevents many instructors from implementing it. We present an instructional strategy we call 3M3S. It consumes minimal lecture time and disseminates current research in the classroom setting. Each student orally presents a current research using three minutes and three slides. They are graded on comprehension, engagement, and communication.


How a Case Study Empowers Students in a General Chemistry Course
Nevila Jana, Nalini Broadbelt, and Michelle Young, MCPHS University

One of the main objectives of college teaching is empowering students in the process and making them play a leading role in it. One way of doing it is through teaching science case studies related to real life problems. The personal touch to the story makes it relevant to everyone-students and professors-we find the purpose and the inspiration, and we feel that we can change things. Throughout the case study, built upon a personal curiosity and interest on “how to change the colors of hydrangeas’ sepals”, students are encouraged to discuss how to solve the puzzle. In the process, they see the importance of some key concepts they do not get to integrate otherwise, such as pH, colors, plants, bonds, metal ions, genes etc. Brainstorming with these concepts the students aim to achieve a specific result in nature: changing the color of hydrangeas ‘sepals from pink to blue or vice versa. The personal touch to the story suggests stopping by the “little things” in life and trying to solve the problems that come your way.


Active Learning in an Ontological/Phenomenological-Based Leadership Course
Sel Hwahng, Towson University

This poster will examine the effects of teaching a leadership course to both graduate and undergraduate students based on an innovative premise and methodology known as the “Ontological/Phenomenological model” that focuses on the nature and function of the “being” of leader and leadership as well as “discovering” leadership through one’s lived experience. Active learning exercises and assignments are robustly incorporated throughout the course. The relationship between the course material and active learning will be discussed.


Students Helping Students: Exploring a Course-based Student Mentor Program
Tracy Mainieri and Cheyenne Hasse, Illinois State University

Anyone working on a university campus will be familiar with the ever growing focus on student retention. As we focus on the importance of retaining our students, we must also retain high quality learning (Blumenstyk, 2019). University campuses are grappling with methods to retain students and to provide personalized learning experiences for those students. To address some of these challenges, a mentor program was developed for students who just completed a recreation leadership course the semester before. These students mentor students currently in the course and participate in leadership development activities. This presentation will outline how this mentor program works, discuss ways to adapt the program for your use, and share the results of a study that explored the experience of mentors in the program.


ScreenCasting for Inclusion, Engagement, and Clarification
Jerrod Yarosh, University of South Carolina-Lancaster

The presentation focuses on utilizing screencasts in weekly produced videos to promote inclusion, engagement, and clarity for students. The casts run approximately three minutes and address student questions about class material in a different learning modality than originally presented. The presentation covers the rationale and process of screencasting as inclusive practice for learners who have different learning preferences/needs (i.e. closed caption, slower playback speed). Additionally, how the videos increase student engagement with the course and instructor and helps clarify course content for students via new examples and explanations that can be reviewed at their convenience.


The Vineyard: An App for the Compassionate Classroom
Jennifer Smith, Pepperdine University

Come demo a prototype for an educational app under development (funded by a $100k grant) that enables faculty to implement structural justice and mercy in grading by combining the principles of gamified teaching with the benefits of a token economy. Called the Vineyard because, as in the parable of the vineyard (Matt 20), some students (workers) will come later to life’s lessons than others; yet, all who have completed the work are deserving of the same reward as those who came earlier. This system ensures that students who learn course material and demonstrate their proficiency at different rates are not penalized by rigid grading systems or faculty bias.


Using Videos to Promote Self-Learning
Sherry Lin, Texas A&M University

In the traditional face-to-face classes, instructors may struggle to cover all the materials and provide relevant examples within the limited classroom time. Using existing videos found online or by making self-created videos, instructors can emphasize the important concepts discussed in class while providing additional examples. This approach allows students to constantly have an easily accessible database of reference material that they can draw on when needed. This strategy helps self-learning and accountability as well as provides an invaluable tool for students who might identify as ESL or who have difficulty keeping up with a professor’s speech during normal instructional periods. Students who encounter problems outside of class that prevented attendance that would have been largely left behind or lacking in understanding of key concepts can also utilize these videos allowing them to better utilize the instructor’s limited tutorial times.


Engaging Students and Deepening Critical Thinking Through Online Discussion Forums
Sean Cash, Friends University

This will help online professors facilitate and grade a discussion forum that engages students, increases critical thinking, and provides an opportunity for more enriched instructor engagement in online learning. Rather than treating the forum as an assignment for students to answer questions, this format provides a framework to stimulate critical thinking where students talk with each other. It requires interaction amongst the class through response posts and ongoing discussion posts. The rubric and grading format make it easy to track the quantity and quality of posts and integrates with most LMS systems.


Memorization vs. Integration: Supporting International Asian Students in Higher Education
Cyndi Hope, Emily Takeuchi-Miller, and Tina Godsey, Bastyr University

According to the US Immigration and Enforcement’s 2016 SEVIS by the numbers report, there are nearly 1.18 million international students studying in the United States. Of those 1.18 million, 77% of the international population comes from Asian countries. There are several reports of this population of students struggling with integration into the US higher education teaching model. International Asian students come from a learning culture that supports an authoritative educational model encouraging non-verbal participation in the classroom. Both culturally and in the classroom, Asian emphasis lies on core values including a focus on the community rather than the individual and memorization rather than critical thinking and debate. Currently, as more higher education institutions transition to active learning such as a flipped classroom and team-based learning models, international Asian students are further disadvantaged. Acknowledging these cultural differences and supporting international Asian students is paramount to their academic success in non-Asian higher education institutions.


Using Gaming Strategies and Student Choice to Support First-Generation Students
Alexandra Daniels, William Peace University

Creating teaching strategies that engage and support first-year, first-generation students is difficult. Students want to believe that they are prepared and capable for the challenges of university life. Many find the first-year seminar orientation courses universities require to be a check-off item rather than a valuable use of their time. This poster presents a strategy rooted in gaming and student choice to provide students with a map of best practices for student success. Using experience points and strategic choices, students take ownership of their own development as engaged learners while also creating the relationships and emotional ties that help retain at-risk student populations.


Using Theme-based Instruction to Increase Performance of Students with a Learning Disability
Brian Ogle, Beacon College

Beacon College, the first college in the country accredited to award bachelor degrees exclusively to students with learning disabilities, documented a difficulty with maintaining student performance against established institutional measures. As a result, the use of theme-based instruction was examined. 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. Findings suggest theme-based instruction has the potential to increase student performance 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. Most noticeable differences are demonstrated through comparison of scores on specific assignments and student self-reports related to their increased understanding of concepts presented in the course.


What Achievement Gap? Interconnectedness in Active Learning Classrooms (ALCs)
Aurora Pun, University of New Mexico

There is a persistent achievement gap between underrepresented minority (URM) students and their White non-Hispanic peers in college STEM courses. Adopting active learning pedagogies (Haak et al., 2011) and adjusting classroom climate (Eddy and Hogan, 2014) are suggested as remedies. Our research specifically demonstrates diminishing achievement gaps by teaching courses in active learning classrooms (ALCs) and encouraging student interactions with their peers and instructors.

Instruction in ALCs helps to close the achievement gap found in STEM courses through greater interconnectedness between students and instructors. We examined concept-inventory learning gains and results from the Social Context and Learning Environments survey (SCALE; Baepler et al., 2014) within different demographic groups in chemistry and geology classes. There were no significant differences in learning gains based on gender, socio-economic status (SES), or ethnicity. Students who identified as low SES, female, or URM had more positive impressions of their learning interactions with peers and teachers.


Clinical Practice Lead: A Faculty Development Strategy
Steven Ross, Thompson Rivers University

New clinical faculty face many challenges that can negatively impact their experience/success in educating students in health-based professions. To support onboarding of new clinical faculty, a School of Nursing in Canada has recognized the importance of creating a leadership position, a clinical practice lead, which is focused on supporting these valuable educators. The intent of this position is to maintain/enhance the quality of the practice experiences in the BScN program by providing faculty development and instructional mentoring leadership. This is particularly important to the retention of expert clinicians in their transition to novice educators (Benner, 1982; Titzer et al., 2014).


Digital Applications for Improving Clinical Reasoning and Assessment
Cyndi Hope and Barbara Sarter, Bastyr University

Second-year naturopathic medical students were invited to self-select in using one of two online platforms for assessing clinical reasoning and clinical assessment as part of their clinical diagnosis class. Both platforms led students through the process of a mock patient and provided immediate feedback. After three quarters, students completed an objective structured clinical examination (OSCE) as a benchmark to move on in their program. Data was collected from students about their experience using the programs and their rating of preparedness for the OSCE. The exam scores were collected to compare the students rating. Clinical faculty were also surveyed to collect data on their assessment of the student’s clinical reasoning with live patients.


Engagement is the Key to Success
Deborah Mink and Cathy Johnson, Indiana University Southeast

This poster highlights successful strategies that actively engage students in the learning process. This method of teaching and learning in our education courses has helped our students build confidence and professionalism and can be easily replicated in other teaching situations to enhance the curriculum. A variety of engaging, practical, and classroom-tested activities designed to help students become more effective learners, develop positive attitudes, and increase motivation and achievement are shared through photos and simple text.


Experience of Novice Sessional Educators
Kimberly Wyle, Thompson Rivers University

The presenter will describe novice sessional nurse educators’ experiences and offer recommendations to support an expert clinician’s transition to the novice educator role. One-half of nursing education occurs in clinical, the majority being taught by sessional educators who have very little, if any, formalized teaching experience/education. It is imperative to understand and reduce the vulnerabilities of novice instructors to increase their competence and confidence. Exploring factors that enhance or challenge the transition to the role of educator assists in designing and implementing appropriate interventions to support novice sessional educators to advance nursing practice.


Improving Oral Health Education: IPE Activity Physician Assistant and Dental Hygiene Students
Rachel Fink and Alicia Elam, Augusta University

This Interprofessional Educational Activity was designed to improve the knowledge and confidence of our Physician Assistant (PA) students and Dental Hygiene (DH) students in oral pathology, physical exam techniques, professional education, professional roles in the treatment of patients, and when to refer to each other. Interprofessional Educational Activities are learning opportunities that open the eyes of our students to other occupations in a related field. These activities promote a great learning experience that goes beyond our individual fields and ultimately promotes collaboration amongst these professionals in the future.


Preparation and Engagement: Active Learning Strategies to Enhance Student Success
Natasha Nurse-Clarke and Brenda Hernandez Acevedo, Lehman College City University of New York

The purpose of this innovation strategy was to help students come to class more prepared for lecture, help them participate more actively in a large lecture class, and to help them understand new and abstract concepts better. Various technologically enhanced strategies were implemented into a medical surgical nursing course that included activities such as weekly quizzing, weekly simulation experiences, case studies, hand-written note taking, and in-class polling. As a result, students expanded their knowledge as evidenced by an increase in standardized exam scores from 80% to 89% when compared to a previous cohort, and better preparation for class after completing posted worksheets.


Teaching using Project-Based Learning (PBL) in a Health Professions University
Michelle Young and Nalini Broadbelt, MCPHS University

This presentation will describe the pedagogical framework of project-based learning (PBL) that incorporates critical thinking, dialogue, reflection, and responsible action. The pedagogical layout to assist students is to pose a driving question (a problem). The students will then gather scientific data, construct explanations and arguments as empirical evidence is revealed, generate questions and make connections among various fields, design experiments, explore social ramifications of the issue that are currently taking place, examine current solutions and propose new strategies that can combat the problem.