Poster Sessions
Teaching Professor
Online Conference
On-Demand Access: October 25, 2024–January 31, 2025
Student Engagement
Fun Activity Based Teaching – Pressing Priority
Naga Vishnu Vadhan Jutur and Faith Manjusha Vijayalatha, BVRIT Hyderabad College of Engineering for Women, India
Historically, gurus in Ashrams used to teach verbally. As time passed, changes led to teaching using chalkboards where learning happened through visual and oral instruction. Students performed well in both situations, though, there was no exclusive conduction of activities. As a result of technological innovation, social media usage, and numerous distractions, there was a shift in student perception and listening skills. The traditional method of instruction is adapting, and as a result, it is necessary to update instructional methods using activities that de-stress, enhance the material focus, and improve general performance and accomplishments.
ASPIRE to Careers in Science
Maureen Sanz, Molloy University
This poster introduces a program designed to engage and support students from historically underrepresented groups in STEM higher education. It highlights an enhanced cohort experience and a multi-tiered mentoring program that provides academic, professional, and social guidance to help students overcome challenges during their undergraduate studies. The program includes early involvement in curriculum-embedded research, starting in the first and second years and continuing through the third and fourth years, as well as internship opportunities to improve first-year retention and four-year graduation rates.
The Application and Effects of Stress-Reducing Activities in a Post-Secondary Learning Environment
Eric Clark, Life University
This study explores the impact of stress-reducing activities, such as puzzle solving and stress-ball squeezing, on students’ stress levels in a learning environment. Using Jotform for surveys and Blackboard for data collection, students engaged in a two- to five-minute stress-relief activity during class and then completed a brief stress assessment survey at the end. The project spanned one academic quarter, and analysis will be conducted after the course concludes.
TECHNOLOGY TOOLS FOR TEACHING
Teaching and Learning with AI from Learners’ Perspective
Martonia Gaskill and Kristen Wetovick, University of Nebraska Kearney
Recent advancements in Artificial Intelligence developed by OpenAI, such as Chatbots, are now widely used in education. It is a topic of discussion in the corporate world and in the sciences, but AI is fast making its ways into college classrooms. AI enthusiasts claim that AI will continue to make strides and transform teaching and learning at all levels. This survey study investigates how college students are experiencing AI in college level learning and their overall perceptions towards this disruptive, yet revolutionary technology.
Utilizing Technology to Bridge the Communication Divide in Online Courses
Aubrey Statti and Kelly Torres, The Chicago School
This poster presentation will highlight the communication needs of online learners, including often needing to communicate outside of standard business hours as well as a need for prompt, succinct responses from instructors. Additionally, online learners often demonstrate a desire for these communications to take place outside of email and the standard learning management systems, and rather, through a platform easily accessible through their cell phones. This poster will present reasons for engagement outside of the standard learning platform and provide viewers with options for how to effectively manage a classroom messaging system.
Artificial Intelligence as a Disrupter in the Classroom
Tamara Matthews, Baker College
In recent years, the landscape of higher education has been profoundly transformed by Artificial Intelligence (AI). As a disruptor, AI presents both challenges and opportunities for educators. While the rapid advancement of AI technology can seem daunting, it also offers a myriad of tools and resources that can enhance teaching and learning experiences. To navigate these changes, educators must adapt and integrate technology effectively into their classrooms. Educators need to acquire the tools, tricks, ideas, and inspiration necessary to embrace AI in higher education.
Revolutionizing Essay Writing: AI as a Brainstorming Buddy and Peer Reviewer
Stephanie Maher Palenque, Grand Canyon University
This poster explores the role of generative AI in academic writing. It begins with an overview of generative AI technology and its potential applications. The poster then presents case studies illustrating how AI can assist in brainstorming and reviewing academic work. Finally, it highlights the benefits of using AI tools in the writing process and offers best practices for educators and students to effectively integrate these technologies.
TECHNOLOGY TOOLS FOR TEACHING (contd.)
Using OBS and Embedded Videos to Enhance Competency Learning
Ramona Mulleins-Foreman, Georgia Southwestern State University
This poster presentation demonstrates how using OBS with embedded videos can enhance student online learning. It outlines the use of OBS with embedded live demonstration videos in an online FNP Pediatric course, transitioning students from traditional voice-over PowerPoints to more engaging visual content. The poster also includes student feedback on their perceptions of this instructional approach.
Using Video Recordings as a Method for Transformative Learning
LaShawn Nastvogel, University of Maryland Eastern Shore
This poster describes a case study of situational motivation and transformative learning that took place in an upper-level core course at a minority-serving institution. The poster provides a review of research on lecture capture and recordings as well as the strengths and weaknesses that have been identified through research. The continuum of motivation is presented and explained followed by sample questions from the survey instrument. Lastly, the poster showcases the length of the recordings and view times, average motivation towards viewing the recordings at the mid-term and final points in the semester, and the transformative changes that took place as a result of the recordings.
Online Teaching and Learning
Learning from Your Students: Collecting Feedback with Quick Polls
Sarah Wackerbarth and Madeline Auslisio Miller, University of Kentucky
Feedback provides information about previous performance to direct future efforts. A quick poll element guided by best practices from quality enhancement theory was designed and implemented to improve feedback processes in an asynchronous online course. Survey of student attitudes and experiences with the quick polling revealed positive results. Data from this pilot study indicate quick polling was well-received, did not create a significant time burden for student or instructor, was completed by at least two-thirds of the class for a given poll, and informed 16 modifications to tailor content to students’ needs. Lessons learned are included to guide efforts to implement quick polls.
Diversity, Equity, and Inclusion
Embedding Social Justice Critical Practices In Higher Education Spaces
Katie Coogan and Alison Jovanovic, University of Maryland-College Park
Our poster will present the Learning for Justice Critical Practices for Social Justice education as a framework that can be incorporated in various higher education spaces. We will highlight and share examples of specific strategies that we have incorporated in our own coursework across content areas (e.g., Art, Social Studies, TESOL, World Languages) to support participants in better understanding what this framework “looks like” in practice in various disciplines.
Cultural and Linguistic Discontinuities in American Higher Education and Best Practices to Overcome them
Niloufar Mirhashemi, Pepperdine University
The driving theme for this research was the cultural discontinuity experienced in American academic institutions. This phenomenon can be triggered by the existing disparities and gaps in the educational and cultural structures of society. The study’s findings will be instrumental to the research on culture and inclusivity as it provides a discontinuity evaluation model for all educational institutions to use to conquer the challenges experienced during this process. Additionally, the model presents a framework for training in managing discontinuities to build cultural fluency within educational settings.
Fostering Equity in Learning Through TILTed Assignments
Hannah Mechler, Grays Harbor College
TILTed (Transparency in Learning and Teaching) assignments are quite important for fostering equity among students; specifically, underrepresented students, non-traditional students, and low-income students (Winkelmes et al., 2016). By creating TILTed assignments, students’ confidence and motivation levels may increase due to clear assignment requirements and overall transparency with the assignment objectives as they relate to course outcomes. In turn, retention rates may increase when students’ academic confidence and feelings of belonging are fostered by closing equity gaps.
Navigating Diversity in Digital Classrooms: Strategies for Inclusivity and Equity
Reenu Varghese, Houston Christian University
As education increasingly shifts towards online platforms, it is imperative to ensure that digital classrooms remain a space where diversity is embraced and inclusivity is fostered. In online classrooms, diversity takes on new dimensions, encompassing not only cultural and ethnic backgrounds but also variations in access to technology, learning styles, and socioeconomic status. This poster explores the challenges and opportunities of incorporating diversity and fostering inclusivity in the online learning environment, offering practical strategies for educators to create equitable and supportive virtual classrooms.
Using a Kinesthetic Approach to the Comparative Anatomy Lab
Susan Murphy, Our Lady of the Lake University
“Structure is related to function” is the common mantra for comparative anatomy learning. Students may go through the motion of memorizing terms and placement on or within the body without gaining additional information; however, incorporating gyotaku (“fish rubbing”) increased enthusiasm for exploring external fish morphology and its relevance to fish function in the environment. The process produced an inclusive community of diverse learners who could participate and gain knowledge equitably in the activity, regardless of personalities or perceived learning barriers. Post-lab assessments suggested improved remembrance of the terms and associations as a result of the activity.
Course Delivery and Instruction
C3: Compassion, Caring, and Confidence in the Classroom
Sabrina T. Cherry, University of North Carolina Wilmington
This poster focuses on how faculty can incorporate compassion, caring (for students and self), as well as confidence to enhance the teaching and learning experiences. These constructs will be briefly defined, alongside examples of their use within the classroom. Then, viewers will be able to assess their own growth areas with specific next steps to integrate or strengthen how they use compassion, care, and confidence in the classroom. Finally, additional guidance will be included for those providing virtual or hybrid instruction.
Providing Speaking “Maps” to Students for Common Campus Interactions
Robyn Brinks Lockwood, Stanford University
Students are often better prepared for writing when they enter academic programs. We teach students how to write essays and organize their writing for a variety of genres. And rightly so! However, we don’t give this same attention to speaking. As a result, students are often overwhelmed when they speak. Many people don’t realize that speech events follow “moves” just as academic writing genres do. This session will share the “moves” for common interactions on college campuses, such as office hours, academic discussions, presentations, and the high-frequency language students can expect to hear. By sharing the moves, teachers will be better able to prepare their students to succeed.
The Power of Peers: Using Groupwork to Increase Student Learning
Veronique Van Lierde, Al Akhawayn University in Ifrane
Students often either hate it or love it: groupwork. In this short presentation, I will share different approaches to groupwork in a mathematics course at the undergraduate level. One of these includes the use of GPT models for co-constructing review sheets. I will discuss the impact of groupwork on student learning for in-class review and how different assignments can be scaffolded over a semester. Looking at groupwork through the lens of social learning theory can help to tweak existing assignments to promote peer learning.
For Mid-Career Teachers
Activating our Potential to Teach from our Best Selves Vision
Elizabeth Dorman, Fort Lewis College
This poster presentation will offer guided experiential exercises to help educators consider how to activate their highest potential and teach from their best selves and vision. Furthermore, participants will consider how to apply these exercises and mindsets with their own students to support student wellbeing and flourishing. Drawing from proven scientific practices, participants will reflect on their own level of flourishing; identify past achievements and successes that reflect their best selves; reflect on what behaviors they engage in when they are enacting their best self; and consider how to align their identities, values, and behaviors towards one’s highest potential.
Building Your Collegial Community: Overcoming the Silo Effect
Angela Bruch, Capella University
You are not alone. Feeling like we are “in community” with our colleagues is fundamental to our identity and engagement as online faculty. Online teaching often represents the silo effect in its fullest form. Teaching online can be lonely and isolating – we may often find that our work feels ineffective due to unclear communication and missing information. This poster will offer ideas for building connections, stepping out of the silo, and creating your own informal professional learning community using the principles of change management. Creating your own network of subject matter experts to enhance your teaching practices can be professionally rewarding and beneficial to your students.
For New Teachers
Don’t Try To Do It All
Stephanie Weiss, Coker University
Being a new faculty member, one sometimes feels like they need to say “yes” to everything that comes their way. While it is great to say “yes” to a few items to get familiar with the way the school runs, you do not need to feel obligated to say “yes” to every opportunity. Understanding where your limitations are and that you will have plenty of other opportunities to say “yes” down the road is important. Spend the first couple of years focusing on understanding the requirements for teaching at the college/university level with a few “yeses” along the way.