October 25-December 31, 2022
Student Involvement in Competency-Based Learning and Assessment
Elizabeth Dorman and Chase Trout, Fort Lewis College
Based on a pilot experience guided by research literature, this poster will provide a step-by-step process of student involvement in a competency-based approach to learning and assessment that can be applied in any discipline. It will include student and faculty reflections and perspectives on the process and outcomes as well as plans for using this model of learning and assessment in two other courses next semester. The competency-based approach is a viable option for faculty to differentiate the learning and assessment process for students who have significant prior experience or background knowledge related to specified course outcomes and targeted assessment products.
Incorporating the “KISS” Strategy when Transitioning to Remote Learning
Anita Fennessey, Thomas Jefferson University Jefferson College of Nursing
Utilizing the concept of “KISS” Keep it Simple Synchronously with Nearpod, an interactive methodology while teaching virtually is an innovative teaching strategy that helps student positively engage in an undergraduate health promotions nursing course. This methodology helps students to learn and retain the information taught as evident by positive grade statistics but also helped them recognize that virtual learning could be fun and not stressful. This strategy also increased the educator’s level of satisfaction when teaching a complex nursing course virtually. This methodology will help educators at any level to achieve the established learning objectives of an undergraduate course.
Valuing Artifacts Embedded in the Social Fabric of Learning Networks
Jonathan Crothers, Pennsylvania College of Health Sciences
Presented are results of a qualitative study examining how adults informally learn through engaging with objects and how it has shaped their individual and social identities. The presentation will clarify the importance of objects that are typically ignored in present learning theories but impact human interactions in learning networks. The poster will offer context to expand the study into a healthcare educational network.
Online Teaching and Learning
Recipe for Online Learning: Student-Centric, Stable, Strategic, and Supportive.
Gina Braun and Annie Baddoo, Rockford University
This poster presentation shares and expands on our recipe for responsive and successful online learning in a traditional face-to-face university, drawing on many learning theorists. Our recipe includes (a) Student-centric design; (b) Strategic online shells; (c) Stability across courses; and (d) Embedded Supports. In addition to our recipe, we will share our story of how we created the recipe, including collaboration and decision-making as a department. Finally, we plan to share the experiences of students.
Using Andragogy to Meet Adult Learners’ Needs When Learning Online
Lori Pash, Waynesburg University
When it comes to learning, children and adults are very different, so different techniques must be used in order to make learning effective for adults. All too often pedagogy is referred to as the teaching theory used when teaching college. However, when students enter college, they are adult learners who learn differently, have different motivation, have different needs, and therefore require a different teaching style. Andragogy learning theory focuses on providing students with an understanding of why they are doing something, a variety of hands-on experiences, and less instruction with more real world-based task-oriented learning.
Course Delivery and Instruction
Dispelling Myths and Overcoming Fears about Flipped Classrooms
Robyn Brinks Lockwood, Stanford University
Chances are you’ve heard of the flipped classroom. Unfortunately, the reasons people give for not flipping are myths and they sacrifice the benefits when this flexible teaching method is needed to engage students in both in-person and online classrooms. Dispelling the myths and sharing strategies will allow teachers to begin flipping and lead to students being more actively involved. With the pivot to online learning the past two years, engaging students is even more challenging. Flipped classrooms can make classes more enjoyable for both the professors and the students.
Outside the Classroom
Grant Strategies to Implement a Student Advising Team
Theda Hostetler, Ashland University
A student advising team was implemented through a grant strategy. The team is comprised of the RN to BSN Program Director, RN to BSN Lead Faculty, Graduate, Online and Adult Studies Academic Advisors, and the Senior Admissions Recruiter. Regularly scheduled weekly team meetings are attended via Zoom. Meeting via Zoom each week and connecting synchronously adds another layer of advising and is more effective in solving student challenges. Struggling students and their needs are further assessed during the weekly team meetings and solutions are generated through collaboration.
For New Teachers
Top Down vs Bottom Up Learning: A Beginner’s Guide
Courtney Lewis, Eastern Michigan University
My poster will focus on an explanation of top down and bottom up learning, and the formation of tacit knowledge through the teaching of explicit knowledge. The poster seeks to breakdown the different types of knowledge and “directions” or learning so new faculty can gain an understanding of the importance of the differences and reflect on how this will impact their own practice as an educator. How can a new faculty member use top down and bottom up learning in their own classrooms?