Innovations in Pedagogy Conference 2019

Tu e s d a y, M a y 1 4 t h , 2 0 1 9 Tanner Health System School of Nursing Building

Innovations in Pedagogy 2019 Conference Team

The Center for Teaching & Learning sincerely appreciates the extra time and efforts of the Conference Team! We also thank the President’s Office for its ongoing support of the conference.

Photos used in this program were provided by UWG’s University Communications & Marketing Department and the CTL (IiP2018 photos)

Innovations in Pedagogy facilitates engaging conversations about best practices in teaching and learning and provides a forum for sharing ideas across disciplinary boundaries.

TANNER HEALTH SYSTEM SCHOOL OF NURSING

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Room 115

Room 121

Room 122

The Humanities: Past Resonance & Future Relevance

PANEL

Speaking Empathy: Empowering Students & Ourselves with NonViolent Communication

WORKSHOP

INTERACTIVE PRESENTATIONS

Student-Created Content to Promote Understanding of Complex Concepts

WORKSHOP

Building & Assessing Balanced Teaching & Learning Environments

Lunch, Nursing Atrium

Approaches to Understanding Diverse Learners in Your Courses

Meeting the Needs of All Students: Applying Differentiated Instruction in College

Making Learning Visible & Transparent

INTERACTIVE PRESENTATIONS

On Digital Learning Environments: GameBased Learning + Fair Use & Copyright

INTERACTIVE PRESENTATIONS

Caring & Its Connections to Student Outcomes & Achievement

INTERACTIVE PRESENTATIONS

INTERACTIVE PRESENTATIONS

WORKSHOP

PANEL

Supporting High Potential Students Beyond Class: National Fellowships at UWG

WORKSHOP

Just a 917#: Creatively Caring Practices in Core, First-Year, & Large Classes

INTERACTIVE PRESENTATIONS

All Aboard: A Discussion of Effective Pedagogies for First-Year Students

PANEL

Connections With, Between, & Among Students & Content

Lectio Divina: An Active Learning Practice to Bring Focus & Meaning in a Digital World

WORKSHOP

Growth Mindset*

Improving Student Success Using

WORKSHOP

Prize Drawings, Nursing Atrium

Structuring Caring Into Courses to Increase Engagement & Retention

INTERACTIVE PRESENTATIONS

WORKSHOP

Engaging the Whole Student in What & How They Learn

INTERACTIVE PRESENTATIONS

Campus as a Learning Living Laboratory for Teaching Sustainability

The Labyrinth: A Tool for Growth & Relaxation

Incorporating Soft Skills into the Classroom

Writing Towards Greater Understanding

WORKSHOP

INTERACTIVE PRESENTATIONS

Engaging Higher Order Thinking & Reflection in Chemistry & Physics

Today’s Balancing Act: Integrating Work-LifeLearn Reflective Practices

WORKSHOP

Big Gains*

Small Teaching,

INTERACTIVE PRESENTATIONS

Strategies for Connecting Your Students to Content

WORKSHOP

Teaching Using the Primary Sources in Special Collections

De-masking TaskBased Activities: A Practical Approach to Student Learning

Methods for Engaging STEM (and Other) Students

High Impact Practices: Global Learning & Undergrad. Research 10TALKS (4 per session)

10TALKS (4 per session)

INTERACTIVE PRESENTATIONS

WORKSHOP

PANEL

Room 112

Open Session & Check-In: Nursing Atrium Lobby: coffee, snacks, & fellowship

Room 110

WORKSHOP

Making Interdisciplinary Team-Teaching Work

PANEL

Room 106

* These two sessions (at 9:00 & 11:20) explore two of the spring’s Faculty Learning Communities (with UWG’s Chancellor’s Learning Scholars.

Options for Constructing RealWorld Connections to Learning

INTERACTIVE PRESENTATIONS

Boosting Academic Achievement in the Students’ First Semesters

INTERACTIVE PRESENTATIONS

Life Beyond PowerPoint

WORKSHOP

Solid Strategies for Enriching How Learning Works in Your Courses

INTERACTIVE PRESENTATIONS

Room 219

9:00 – 10:00

WORKSHOP

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ROOM 106 MAKING INTERDISCIPLINARY TEAM-TEACHING WORK

Rob Kilpatrick, Betsy Dahms, & Muriel Cormican (Foreign Language & Literatures) Melanie Cardell, Ashton Hendricks, & Francisco Stenger (Students)

In this panel discussion, we will reflect on our experiment with designing and team-teaching a course which brought together students and faculty from programs in French, German, and Spanish: “International Perspectives on Immigration.” In designing a course that explicitly examines what it means to cross a border, to translate, and to look at a problem from an unfamiliar perspective, it was also our aim to build a stronger sense of community among students and faculty who, although in the same department, tend to identify themselves with a single program or language. During our talk we will give an overview of the pedagogical and logistical challenges we faced throughout the semester. Finally, we will discuss both the expected and unexpected benefits of teaching this sort of course, and provide suggestions for how our experience may apply to other disciplines and disciplinary combinations. Students from the class will also participate in the panel, and audience members will be encouraged to contribute their own experiences and ideas related to team teaching.

PRESENTATION SESSION ROOM 110 HIGH IMPACT PRACTICES: GLOBAL LEARNING & UNDERGRADUATE RESEARCH Presentation 1: Taking Student Learning Global: Planning Strategies for Study-Travel Programs Maria Doyle (Office of Education Abroad) Have you ever thought about what it would be like to build a study abroad or a domestic study away program? How do you turn a great curricular idea into a high impact study-travel experience? This presentation will talk about some of the basics in going from idea to implementation including selecting and evaluating a program location, adapting pedagogy for meaningful engagement with the site and considerations in preparing students for the unique experience of learning on location. Attendees will come away with an understanding of the unique opportunities and challenges of teaching in a study abroad/study away setting, practical strategies to help them build high-impact study abroad and study away experiences, and information that can help them engage in effective conversations with their Departmental and College leadership about the process of program development.

Presentation 2: Strategies for Engaging Undergraduates in Research Young Ik Suh (Sport Management, Wellness, & Physical Education) This presentation explores teaching experiences and strategies for successfully engaging and encouraging undergraduate students in research. The presenter discusses how having students read published research papers, summarize their main points, and provide their feedback and reflections on the material led to substantial improvements in student thinking and attitudes toward the literature. Furthermore, students learned how to develop a research paper and presented their own studies at UWG scholar's day. This opportunity provided rich experiences for students to meet leading scholars in sport management and education fields.

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10TALKS

9:00 – 10:00

METHODS FOR ENGAGING STEM (& OTHER) STUDENTS

ROOM 112

Talk 1: Enhancing Freshman Chemistry Laboratories Using SWOT & TILT – Sharmistha BasuDutt (Chemistry) & Jonathan Daniell (Student) The quality of learning outcomes and the laboratory manual are two of the critical components to effective lab experience.

This presentation will focus on a strength, weakness, opportunities, threats (SWOT) analysis of laboratory manuals used in core chemistry laboratories and provide examples of how revision of selected experiments using best practices from TILT (Transparency in Learning and Teaching) has shown enhanced student learning in pilot studies.

Talk 2: Learning to Read Science: Developing Targeted Reading Guides to Increase Student Textbook Usage – Logan Leslie (Chemistry) Textbooks are a common tool in the classroom, but unfortunately many students view them as expensive paperweights or, at best, a source of homework problems with lots of useless words in between these homework questions. This presentation will share designed material that encourage students to be motivated initially to use their textbooks and, once motivated, to get more out of them.

Talk 3: Addressing Scientific Literacy Through Scaffolded Literature Review – Martin McPhail (Chemistry) This talk will discuss a series of modifications that have improved the students’ experiences, writing quality, critical reading skills, and overall scientific literacy among chemistry undergraduates. The focus on student-centered design and scaffolding complex assignments to address student frustrations will be of interest for any discipline where analysis of professional literature is critical.

Talk 4: Chlamydomonas reinhardtii (pond scum/green yeast): A “Rock Star” Green Biology Teaching Tool – Mautusi Mitra (Biology) Science students learn better and are more engaged by hands-on activities than classroom lectures. The presenter will share simple hands-on, inexpensive green biology teaching strategies for active learning in K-16 classrooms. These strategies, part of the Plant-BLOOME Project funded by the American Society of Plant Biologists, have been designed for students ranging from 4th graders to college undergraduates in financially disadvantaged schools and universities.

WORKSHOP

ROOM 115 IMPROVING STUDENT SUCCESS USING GROWTH MINDSET

Veena Paliwal (Mathematics & Chancellor’s Learning Scholar) Christi Fain (Literacy & Special Education) Tim Schroer (History) Ann Gaquere-Parker (Chemistry) Mindset is defined as a simple idea that makes all the difference by psychologist Carol S. Dweck. Mindset is characterized by the views people adopt for themselves. Research has shown that it profoundly affects the way they lead their lives. Dr. Dweck identifies two kinds of mindset—fixed and growth. Research has shown that growth mindset is positively related to student motivation, academic performance, behavior, engagement, and willingness to attempt new challenges at all levels.

This workshop will be facilitated by four UWG faculty members who participated in a Faculty Learning Community, led by a Chancellor’s Learning Scholar. The workshop is designed to explore the two mindsets and to help faculty to aid students in developing a growth mindset. During the workshop, participants will be introduced to strategies they can use in the classroom to promote a growth mindset for students’ academic success. Participants will leave the workshop with an idea for a concrete change they can implement in a course to foster a growth mindset in their students.

9:00 – 10:00

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PANEL ROOM 121 ALL ABOARD: A DISCUSSION OF EFFECTIVE PEDAGOGIES FOR FIRST-YEAR STUDENTS Ryan Bronkema (First-Year Academic Initiatives) & Select First-Year Seminar Instructors In this session, past/current instructors of the First-Year Seminar course will share their experiences with audience members. Ideally, participants will gain relevant tips and tricks to 1) teaching first-year students, 2) teaching the first-year seminar course, and 3) the unique challenges/joys of working with first-year focused courses. If you are planning to teach courses that have high ratios of first-year students or are interested in teaching your own First-Year Seminar course, this session would be a great fit for you.

WORKSHOP ROOM 122 SUPPORTING HIGH POTENTIAL STUDENTS BEYOND THE CLASSROOM: NATIONAL FELLOWSHIPS AT UWG Kate Theobald (Honors College) Often, students in our classrooms have incredible potential for academic and personal success, but nurturing that potential and helping them to achieve success beyond doing well in our classes and earning their degrees can be difficult. This workshop will focus on opportunities available to these students through National Scholarships and Fellowships.

Participants will not only learn about the specific national fellowship opportunities currently focused on at UWG (to include Fulbright, Goldwater, Gilman, Madison, Truman, and REUs) but will spend the bulk of the workshop learning about helping students to picture themselves in prestigious roles beyond UWG. A “Creating Culture” activity will ask participants explore ways to a university culture that nourishes student potential in our classrooms and more broadly as a campus. National fellowships are well within the grasp of students; we just need to help them to reach their full potential.

PRESENTATION SESSION ROOM 219 SOLID STRATEGIES FOR ENRICHING HOW LEARNING WORKS IN YOUR COURSES Presentation 1: How Rubrics Can Help Both Students & Instructors Mary Beth Slone (Educational Technology and Foundations) This presentation will discuss the use of rubrics for scoring assignments in CourseDen. It will include some suggestions for building rubrics, placing rubrics for the best viewing for students, and how rubrics help ease the task of grading. The presentation will also show how you can build rubrics that will work with assignments that may be changed each semester to reduce plagiarism. Well-built rubrics not only help the student to know how each assignment, discussion, or project will be graded, they also allow the instructor to be more objective and make the grading process easier.

Presentation 2: Backward Course Design Jeannie Pridmore (Management & Chancellor’s Learning Scholar) Whether you are beginning your teaching career or have been teaching for 20 years, learning how to build courses that engage students and incorporate high impact learning practices is a constantly evolving process. Backward course design is a three-stage process that includes structuring your course based on desired student learning, incorporating high impact practices, and ending with intentionally designed assessments to provide evidence of student learning. This session will serve as an introduction to backward course design. The following topics will be covered: 1) introduction to backwards course design and its benefits; 2) how to get started with backward course design; 3) what understanding is and what it is not; 4) how to identify deserved course results; and 5) how to start the process for determining evidence of student learning. Participants will come away with backward course design knowledge and artifacts that they can use to help revamp a current course or to design a new course.

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10:10 – 11:10

WORKSHOP ROOM 106 DE-MASKING TASK-BASED ACTIVITIES: A PRACTICAL APPROACH TO LEARNING Lisa Connell & Claire Ezekiel (Foreign Languages & Literatures)

This workshop focuses on building task-based assignments into curriculum as a way to cement foundational skills. As a teaching and learning method, task-based assignments can help students bridge the gaps between theory, memorization, and application because it prompts them to apply creatively what they have learned to specific learning outcomes. In this way, task-based assignments can be a valuable tool in preparing for assessment and for connecting what students learn in the classroom to the world outside of campus. This workshop offers participants opportunities to create their disciplinespecific task in a collaborative environment. It will begin with a brief presentation of task-based learning approaches and scholarship. Participants will then break into self-selected groups to formulate a task-based assignment that they hope to implement in the future. Lastly, participants will be invited to share their ideas for feedback after their group work.

WORKSHOP ROOM 110 TEACHING USING THE PRIMARY SOURCES IN SPECIAL COLLECTIONS Blynne Olivieri, Shanee’ Murrain, & Michael Camp (Ingram Library)

Use of primary source materials can positively impact UWG students’ academic success and lifelong learning by developing skills related to research, information literacy, and critical analysis. This workshop will help instructors to incorporate primary source analyses into a wide variety of classroom experiences. Participants will learn about broad concepts of primary source literacy and best practices for teaching with primary source materials and using primary source materials engages a student’s tactile sense and intellectual understanding of history, and how primary sources are objects of discourse—a dialogue—with, or in counterpoint to, the student’s own experiences. We will then brainstorm lesson plans and assignments based in specific materials held by Ingram Library’s Special Collections, and brief participants on the processes for using Special Collections materials as part of course curricula and assignments.

10TALKS

STRATEGIES FOR CONNECTING STUDENTS TO CONTENT

ROOM 112

Talk 1: Tell Me Your Story: Advising & Teaching with Student Care in Mind – Nadya Williams (History) As human beings, we relate to stories and care about characters in them. And as a historian, I get to tell stories of people long dead with the aim of educating people in the present. But the students whom we educate are living stories of their own. In this TenTalk, participants will learn a strategy that can be used both during advising and in teaching to encourage students to draw connections between the stories of the past and their own life story up to now and beyond.

Talk 2: Using YouTube & Other Media Sources for Assigned Material – Mitch McIvor (Sociology) Making education more affordable is an important and persistent concern of college educators. Other concerns include ensuring assigned material is effective and that students understand how the course content is relevant beyond the classroom. This presentation discusses how to effectively integrate the immense amount of knowledge contained in YouTube videos and other freely accessible media content instead of textbooks or other paid content.

Talk 3: Parent Panel: An Applied Student Learning Experience – Peter Stoepker (Sports Management, Physical Education, & Wellness) This talk explores a unique learning experience that assembled a panel of parents to discuss with students (future coaches) various topics about parent expectations for coaches. This session shares insights of the experience, student feedback after the experience, and tips into how to engage and approach members of the community to be a part of lessons.

Talk 4: Spice it up! Engaging Online Learners – Christi Fain & Chelsea Morris (COE) Increased instructor social presence may be one of the most important factors in building relationships with students that nurture learning and retention. When students are more engaged, they have a greater sense of connectedness. In this session, participants will explore examples, gather ideas on how to connect with students in ways that are fun and little outside the “box,” and leave with strategies for incorporating technologies in a new, interesting way in online classes.

10:10 – 11:10

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WORKSHOP

ROOM 115 LECTIO DIVINA: AN ACTIVE LEARNING PRACTICE TO BRING FOCUS & MEANING IN A DIGITAL WORLD Christy Berding & Mary Bishop (School of Nursing)

Students living in today’s mobile, technology-driven world lead a dual existence. They live virtually on a multitude of online and social media sites in addition to their real-world existence where their feet meet the pavement. This duality leads to fragmentation of relationships, school, work, and self, which in turn leads to distraction, disquiet, disconnection, and intolerance. This presentation will focus on Lectio Divina as a form of contemplative pedagogy that teaches students how to slow down, actively listen, and find understanding, meaning and connection through purposeful examination of written words. In an interactive session, a demonstration of this active learning practice will focus on readings related to diversity from the Center for Diversity and Inclusion. The LEAP initiative of Diversity/Global learning can be addressed by using Lectio Divina as a tool for thoughtful exploration of cultural, racial, ethnic, and gender differences. This contemplative high-impact practice may reveal uncomfortable truths for students, leading to a shift in perspective and laying the groundwork for self-realization and compassion for others.

PRESENTATION SESSION ROOM 121 CONNECTIONS WITH, BETWEEN, & AMONG STUDENTS & YOUR CONTENT Presentation 1: Banking on Them: Getting Students to Invest in Their Learning Through Relationship Building Anne Barnhart (Ingram Library), Sal Peralta (Political Science), & Craig Schroer (Ingram Library ) Fifty years after Paolo Freire introduced his criticism of the banking model of education, faculty interested in challenging this dominant model struggle to find ways to counter it. How do we “break the bank” in academia today? How do we create a caring and intellectually-rigorous learning environment in which students feel both supported and challenged?

Knowing that human connection is fundamental to educational success, how can we encourage students to care about their own and each other’s success?

In a team-taught 2000-level course in which students have three professors with different backgrounds and expertise working with them as they explore research and discover their own authentic motivations for doing so, students receive a high level of direct, personal interaction with students. The professors invest significant time before and after every class period—as well as between semesters—to refine the structure and pedagogy of the class continuously. The return, however, is student empowerment and engagement. This presentation summarizes several of the teaching innovations employed and why the professors have made changes. Participants will explore the formal and informal feedback exchanges we have had with the students, including the feedback we provide to them about their coursework and the feedback we solicit from them about the course.

Presentation 2: Teaching & Learning Mathematics for Social Justice Chris Jett (Mathematics) Teaching and learning mathematics for social justice (TLMSJ) is a pedagogical approach designed to address issues of equity within mathematics and to teach students to use mathematics as an analytical tool regarding social issues. This evidence-based approach has led to heightened mathematics achievement outcomes. This presentation will highlight how TLMSJ provided mathematics majors enrolled in the UTeach track with opportunities to differentiate their curricular materials from a social justice perspective, synthesize interdisciplinary STEM lessons, and develop the critical consciousness needed to teach in today's diverse society. The ultimate goal is to increase the number of critically conscious and socially just mathematics teachers who work to provide equitable mathematics learning opportunities for each and every student. With respect to this conference, colleagues at UWG will be provided with different ideas and avenues to think about doing more of this work in their respective disciplinary fields.

10:10 – 11:10

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PANEL

ROOM 122 JUST A 917#: CREATIVELY CARING PRACTICES IN CORE, FIRST-YEAR, & LARGE CLASSES Tiffany Parsons (Sociology)

Elizabeth Falconi (Anthropology)

In large lecture courses, sometimes students get lost. New college students are often overwhelmed in these settings.

Additionally, many students view core classes and their instructors as obligatory hurdles to get over. These students feel like “just a 917#” in a seat and totally disconnected. Too many students don’t reach their full academic potential simply because they don’t feel as though anybody cares.

This panel consists of seasoned instructors from varied disciplines who have a record of demonstrating caring and encouraging first year students as well as students in core classes and large sections to success. Panelists will sharing their own experiences and practices they have incorporated into their teaching that have resulted in students’ reports of connectedness, caring, and improved academic results. There will be time for Q&A with the panelists.

WORKSHOP

ROOM 219 LIFE BEYOND POWERPOINT Judy Butler (Early Childhood Through Secondary Education)

Perhaps the most watched educational YouTube video in recent years is “Death by PowerPoint” followed by “Life After Death by PowerPoint.” The goal of this workshop is to explore at least three alternatives to PowerPoint. Participants will be shown samples of eMaze, which is basically PowerPoint on steroids. With their phones, they will link to Nearpod and participate in information delivered and assessed in that platform. Participants will be provided a link to the Five Best Alternatives to PowerPoint in 2019 and engage in a discussion about those alternatives. The session will also touch on other examples of instructional technologies (e.g., Thinglink, Flipgrid, Powtoon, Voice Record) and discuss how they can be used as presentations, but also as response mechanisms to check for students’ acquisition of basic facts.

One-Minute Paper: For 60 seconds, write a quick reminder to your (future) self about one strategy or idea that you plan add to an upcoming course.

11:20 – 12:20

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PANEL

ROOM 106 SMALL TEACHING, BIG GAINS

Amy Irby-Shasanmi (Sociology & Chancellor’s Learning Scholar) Anne Gaquere-Parker (Chemistry) Susana Velez-Castrillon (Management) Mitch McIvor (Sociology) Scott Gordon (Mathematics) Ericka Wentz (Criminology)

During this panel discussion, a group of faculty who participated in a spring Faculty Learning Community (FLC), “Small Teaching, Big Gains” (led by Amy Irby-Shasanmi) will discuss lessons learned from reading the popular text, Small Teaching: Everyday Lessons from the Science of Learning, written by James Lang.

The goal of small teaching is to improve student learning via small, quick, yet impactful changes in the classroom. The panel of participants will provide an overview of the book. They will share the new strategies they implemented in their own class, including what worked, challenges they encountered, and their plans for future courses. Participants of this panel will prompt the audience to consider areas in which they can make small changes in their own class. Participants from this FLC come from academic disciplines and colleges across the university (sociology, chemistry, mathematics, business, and criminology).

WORKSHOP ROOM 110 TODAY'S BALANCING ACT: INTEGRATING WORK-LIFE-LEARN REFLECTIVE PRACTICES Susan Hall Webb (Marketing)

In this workshop, participants will walk away with several “reflective” ideas and practices promoting work-life-learn balance that can be easily integrated into their current curriculum regardless of discipline. In higher education, we can adapt the typical concept of work-life balance one step further to include “learning,” too. By adapting the traditional concept to include “learning” in the model, professors of all disciplines can both inspire (and, possibly, require) students to practice valuable reflective activities and exercises, allowing them to demonstrate an awareness of important “life” skills related to the improvement of reflective well-being, financial well-being, mental well-being, and physical well-being.

This workshop will address and align reflective “life” known to help promote overall well-being in today’s ever-so-busy society. Participants will be asked to reflect on their own areas of need or concern that threaten their “sense of balance.”

When it comes to work-life-learn and how they can integrate these “life” skills and other activities into their own courses.

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11:20 – 12:20

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PRESENTATION SESSION ROOM 112 ENGAGING HIGHER ORDER THINKING & REFLECTION IN CHEMISTRY & PHYSICS Presentation 1: What Are They Really Thinking? Gauging Students’ Thought Processes While Solving Problems in General Chemistry Farooq Khan (Chemistry), Beth René Roepnack (eCore), & Abigail Denny (Student) This presentation describes a collaborative effort to develop a novel approach to gauge student learning in an introductory chemistry course. Students are asked to share their thought processes in simple English as they write down solutions to numerical problems with some complexity. Results of this study revealed areas where students struggle the most, which provided rich opportunities for the professor to make small changes in teaching to support and enhance student success.

We believe this method of gauging problem-solving has uses across all disciplines..

Presentation 2: Computation & Project Infusion in Classical Physics Javier Hasbun (Physics) This presentations will describe work carried out in a classical physics or mechanics course during the past three years as funded by the UWG STEM Education Enhancement Plan (SEEP) grant. This enhanced method deals with teaching topics in an upper-level physics class as a combination of theory, applications, examples, computational code provision, and visualization. This technique has been implemented through a detailed syllabus during the past three years of continued funding. Some students have gone on to present their work in conferences and presentations/publications have resulted from the class. From the pre/post-tests carried out, the results of the enhancement method, based on student achievements, have been quite positive. The students have performed reasonably well in this computationally infused project based approach. A more satisfactory level of achievement has been obtained compared to that of a traditional method. In this computational project based method students have shown to have gained a much deeper understanding of Newton's laws than in the standard traditional method that's devoid of projects.

WORKSHOP

ROOM 115

MEETING THE NEEDS OF ALL STUDENTS: APPLYING DIFFERENTIATED INSTRUCTION IN THE COLLEGE CLASSROOM James Schwab & Christi Fain (Literacy & Special Education)

Focusing on a learner-centered constructivist approach to learning, educators can provide differentiated instruction to make significant impacts for students with remedial issues and academics deficiencies in the classroom. Simply put, differentiated instruction is based on the need of general educators to differentiate instruction to meet the needs a diverse group of learners in the general education class.

This workshop will teach participants principles of differentiated instruction that they can use it in any course they teach.

Particularly, participants will learn the principles of differentiation by content (what is learned), process (how the content is taught), and product (how the learning is observed and evaluated). Participants will be engaged by actively participating in a differentiated instruction lesson as well as brainstorming ways they can differentiate their own content areas in content, process, and product. Participants will be given a complete outline that they can use to differentiate any lesson they may teach.

Colleagues to follow up with over/after the summer:

11:20 – 12:20

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PRESENTATION SESSION ROOM 121 APPROACHES TO UNDERSTANDING DIVERSE LEARNERS IN YOUR CLASSES Presentation 1: Instructional Strategies for Students with Disabilities in the College Classroom Katy Green, Rachel Tullis, Sandy Robbins, & Georgia Evans (College of Education faculty) Including caring in online settings can be challenging because online communication be difficult. It is important for faculty to create a caring online setting using best practices to enhance presence, engagement, and learning. The presenters will explore approaches to caring communication between student-student, faculty-student, and faculty-faculty.

Each of these approaches includes crucial strategies for building a caring learning environment. Also, the option for online co-teaching can add to the students’ learning experience with input from two caring faculty. Additional benefits are that faculty can learn from and support each other, along with pre-semester planning for workload division, calendar coordination, careful planning regarding course design, and participation in a meaningful teaching experience for faculty and students.

Presentation 2: Implications of Deficit Thinking for the Preparation of Culturally Responsive Educators Robert Griffin & Tami Ogletree (Literacy & Special Education) This presentation explores an exercise that can be used in any classroom in which writing occurs and in which you wish to engage your students actively in critical thinking skills and in purposeful, collaborative feedback. Together, we will examine a method for structuring collaborative assignments that promote the students’ authentic engagement with both the course content and with each other. The audience will learn about how the process provokes students to move beyond passive contact with course material and instead engage actively and critically with course concepts. The process also prompts students to reflect on the feedback given and received, sharing the insights gained from work deliberately through purposeful feedback.

PRESENTATION SESSION ROOM 122 CARING & ITS CONNECTIONS TO STUDENT OUTCOMES & ACHIEVEMENT Presentation 1: Show Them You Care: Quick & Easy Teaching Strategies for Active Learning & Classroom Engagement Julie Steed (English) This interactive presentation demonstrates quick and easy active learning strategies to use in the classroom. These strategies, some based on research and others based on trial-and-error, are implemented with minimal prep for a variety of disciplines and classroom sizes and foster an environment where each student has a voice and an opportunity to contribute ideas and knowledge in a variety of ways. While engaging in the work that grows from these techniques, students are actively participating in learning, applying and recalling information. Best of all, they often smile, laugh, talk to each other and even comment that they are having fun! Presentation attendees will engage in the active learning strategies being discussed and will leave with new tools for their teaching toolkit.

Presentation 2: Cheering Caring Students to Success Tijan Drammeh (Political Science) It only takes a quick review of the literature to realize that the literature is laden with a wide assortment of student success pedagogical strategies. However, a heavy helpings of “omnipresence” and genuine care for students make up the recipe for student success. This presentation posits that “omnipresence” helps the educator spot an individual student’s needs before it is too late. After need is spotted, individualized, intentional, and purposeful student support strategies must to put in place. The support strategies must also manifest genuine care for students—as individuals, not a 917 numbers. This manifestation of genuine care for student success must be perpetual, starting from day one and continuing throughout the course. The question that is begged to be ask is two-pronged: Is it humanly possible to be “omnipresent”? What is considered “genuine care,” and how does one manifest it for student success?

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11:20 – 12:20

PRESENTATION SESSION ROOM 219 BOOSTING ACADEMIC ACHIEVEMENT IN THE STUDENTS’ FIRST SEMESTERS Presentation 1: Building Bridges: Increasing Student Engagement & Success in the First-Year Classroom Ashley Dycus (English) First-year students often have a serious misunderstanding of the post-secondary environment, which results in an inability to succeed in their academic endeavors. Educators often associate students’ lack of success with a certain level of apathy or a lack of preparation provided them by their high school institution. While these may be the cause for some of the issues with student engagement and performance, the truth is that their misunderstanding of the collegiate environment stems from more complex causes. In order to help first-year students to succeed, instructors should build bridges between student expectations and the reality of the collegiate experience by being cognizant of common outside factors that play a crucial role in the success or failure of first year students here at UWG. In this presentation, participants will learn various approaches—ranging from daily routines to 15 minute activities—to promote student success; these approaches can be implemented in any first-year classroom.

Presentation 2: Making the Most of the University Core Experience Perry Kirk (Art) UWG has a significant population of first-generation degree seekers, so in a room of 90 students, there might be people from perhaps 85 different high schools and 85 perceptions of what school is supposed to be. This presentation covers a variety of information and skills that students need in order to help them succeed in college and even the workplace.

Backed by research from reputable sources, the topics to be addressed include the advantages of a liberal arts education, good study and sleep habits, the pitfalls of cell phone and social media use, and business etiquette. Input from other instructors who are attempting to orient students to the university experience and frame that experience in a way that provides a recipe for success will be welcomed.

LUNCH IN THE ATRIUM (& BACK LAWN, WEATHER PERMITTING): 12:20–1:10

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1:10 – 2:10

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WORKSHOP

ROOM 106 THE LABYRINTH: A TOOL FOR GROWTH & RELAXATION Cynthia Brown (Nursing & CTL Fellow)

A labyrinth is a geometrically designed pattern that has been in existence for thousands of years. Some labyrinths are designed as a walking path and others may be a tabletop version to be traced with a finger. The Tanner Health System, School of Nursing has a labyrinth that is always available for faculty, staff, and students. This interactive workshop will discuss the history of the labyrinth, types of labyrinths, ways to walk the labyrinth, and will guide the audience in a labyrinth walk (weather permitting).

A labyrinth has one way in and one way out. The path twists and turns, and can be used as a representation of life. There is no one way to walk the labyrinth; you can walk alone or with others. You may walk for relaxation, as a symbolic journey, to let go of worry, or set an intention to receive inspiration. Enjoy being in the present moment and explore how to share this experience with students.

WORKSHOP ROOM 110 CAMPUS AS A LEARNING LIVING LABORATORY FOR TEACHING SUSTAINABILITY Susana Velez-Castrillon (Management), Ashley Dycus (English), & Hannes Gerhardt (Geosciences)

An unfortunate but common struggle within the post-secondary classroom, specifically in core courses, is the apathy students demonstrate with course materials/subjects not related to their major. In order to remedy this disengagement, the inclusion of hands-on activities rooted in real world problems enables students to contextualize what they are reading and/or hearing in their classes. Specifically, using tangible and everyday processes and practices that occur on campus to facilitate learning can help reinforce the content of the course, resulting in a greater level of appreciation and cognizance of the material.

This workshop will explore how the campus can be used as a “learning living laboratory” to facilitate teaching around sustainability issues. Pre- and post-lessons are used to make sense of this practice’s significance, and how it has been incorporated in English, Geosciences, and Business courses. Participants will have opportunities to brainstorm other ways that the campus could be used to highlight issues around waste, energy, food, transportation, and conservation.

1:10 – 2:10

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PRESENTATION SESSION WRITING TOWARDS GREATER UNDERSTANDING

ROOM 112

Presentation 1: Blogging Assignments: The Write Stuff Sunil Hazari (Marketing) Traditional writing assignments provide limited opportunity for students to receive feedback from peers. In most cases, instructors grade writing assignments and provide feedback to students without any follow-up to determine if the feedback has been implemented. Further, peer review for paper based assignments is difficult because of the passive medium (paper), which limits sharing of documents. However, academic blog writing using popular blogging platforms enables students to share ideas, analysis, and findings with a much wider audience, and by including multimedia and hyperlinks, their presentation of creative ideas is enhanced. Furthermore, blogging motivates students by increasing interest as a result of inviting online comments and demonstrating interactivity from a wider audience that can be included in a portfolio to potential employers. In this presentation, participants will learn about blog writing assignments, blogging platforms, expectations, rubrics, and assessment. Audience members will be given an opportunity to ask questions and samples of successful blog writing assignments will be shared.

Presentation 2: Bloom’s Taxonomy, Habits of Mind, & Threshold Concepts: A Way Forward in the Writing Center Aaron Bremyer (English) This presentation will outline a pedagogical approach to working one-on-one with students who visit the University Writing Center that is informed by Bloom’s (Revised) Taxonomy, Costa and Lallick’s work on Habits of Mind, and AdlerKassner and Wardle’s notions concerning Threshold Concepts. With a theoretical foundation in place, the writing expert/consultant can operate more intentionally and avoid the misstep of “teaching content” during these consultations, instead providing a context in which student writers better understand why and what the consultant is doing during the course of the consultation. The presenter’s focus on meta-consulting will explore how both the student and the consultant can be more fully engaged in the process and for the student to see the purpose of the “moves” the consultant makes in the conversation. Ultimately, such an approach helps the student climb to higher levels of cognitive complexity, develop more successful habits of mind, and internalize threshold concepts – fundamental goals of a successful writing center. Although the remarks in this presentation refer specifically to approaches in writing centers, this practice can be adapted to a host of other educational contexts inside and out of the classroom.

WORKSHOP

ROOM 115 SPEAKING EMPATHY: EMPOWERING STUDENTS & OURSELVES WITH NON-VIOLENT COMMUNICATION

StarShield Lortie (English) In this workshop, participants will be introduced to the concept of Non-Violent Communication (NVC), created by Dr. Marshal Rosenberg, and learn how applying the technique in the classroom can improve communication, student engagement, and confidence on the part of both the instructor and student. Rosenberg’s premise is that NVC guides users in reframing how they express themselves and hear others. Applying NVC techniques when communicating with students can open both instructors and students to a deeper understanding of how to communicate and create a safe, common space to express ideas, ask questions, and simply be heard.

Participants will be introduced to the concept and technique of Non-Violent Communication and work in pairs and small groups to practice the technique. Participants will also have an opportunity to role-play different conversations with students and reflect on how they can incorporate this technique into their classroom and with individual students.

1:10 – 2:10

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WORKSHOP

ROOM 121 STUDENT-CENTERED CONTENT TO PROMOTE UNDERSTANDING OF COMPLEX CONCEPTS

Patrick Hadley (Mass Communications) Instructors in a number of fields, particularly engineering, medicine, and the sciences, have explored the application of drawing and animation tools to help students visualize and better comprehend complex concepts. However, these tools also can be useful in disciplines that traditionally rely heavily on text-based instructional content.

The initial part of this workshop will demonstrate how undergraduate Media Law students over the past several semesters have created textual storyboards and narrated, animated videos to transform complex judicial rulings on media law issues into an alternative format that demonstrates creativity, storytelling ability, and comprehension of complex legal analysis.

During the majority of this workshop, participants with their own computer will have an opportunity to create a minitextual storyboard on a content area of interest, and will learn how to use that storyboard to begin producing a narrated, animated video using free animation software.

PRESENTATION SESSION ON DIGITAL LEARNING ENVIRONMENTS: GAME-BASED LEARNING + FAIR USE & COPYRIGHT

ROOM 122

Presentation 1: The Effects of a Platform Digital Game-Based Learning Environment on Undergraduate Students Achievement & Motivation in a Multivariable Calculus Course Malcom Devoe (Mathematics) This session will explore the presenter’s study into the effects of a researcher-designed digital game-based learning (DGBL) environment called “Adventures of Krystal Kingdom” on undergraduate students’ mathematics achievement and motivation in a Multivariable Calculus course. The results of the study indicated there was overall improvement found in achievement scores of the students who played the game. Additionally, the overall results indicate that DGBL used in the study was an appropriate teaching and learning tool to improve students’ mathematics skills. Viewing this presentation will provide instructors with a supplemental or an additional differentiated instructional approach to engage students to be motivated to participate in their classroom learning environments.

Presentation 2: Navigating Fair Use & Copyright Policy in a Digital Environment CJ Ivory & Joe Marciniak (Library) Interpreting copyright and fair use can be intimidating due to a limited understanding of copyright law. This limitation could impede the teaching and scholarship possibilities for faculty. Knowledge of copyright policy and applying fair use exemptions in this digital age is a skill that is beneficial to any academic or researcher.

In this session, you will learn the basics of copyright law, intellectual property, fair use, and their pedagogical applications.

Common copyright or licensing issues faculty encounter and how they might resolve those concerns will be discussed.

Attendees will be introduced to resources for locating open access materials and Creative Commons licensed content that may have less restrictions than copyrighted works. There will also be a brief overview of using library-owned resources in courses, and how to properly link to those resources from CourseDen pages to maintain copyright compliance.

1:10 – 2:10

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PRESENTATION SESSION ROOM 219 OPTIONS FOR CONSTRUCTING REAL-WORLD CONNECTIONS TO LEARNING Presentation 1: P.E.A.C.H.E.S.: Providing E-learning Activities & Case studies for Higher Education Students Christi Fain & Katy Green (Literacy & Special Education) PEACHES is a new research project aimed at developing and investigating the use of video recorded virtual field trips (VFTs). With technology at the center of learning and interactions in the 21st century, educators and students have more opportunities to be interactive, creative, collaborative, and engaged. After receiving SEED grant funding in 2017, the presenters began developing the VFTs and collecting data to compare effects of traditional instruction in introduction to special education courses to the use of traditional instruction plus VFTs on pre-service teachers’ achievement and attitudes of: (1) special education service models, (2) evidence-based practices, and (3) characteristics of individuals with disabilities.

This presentation will share lessons learned through the process of designing VFTs and discuss the preliminary data results, along with limitations and future directions.

Presentation 2: How Moral Values Can Help Students Care about the Environment Laura Beasley (English) Interpreting In a New York Times article titled “Is the Environment a Moral Cause?,” Robb Willer writes, “people are more likely to eschew a sober cost-benefit analysis, opting instead to take action because it is the right thing to do. Put simply, we’re more likely to contribute to a cause when we feel ethically compelled to.” This presentation considers the ethics of sustainability and focuses on ways to teach sustainability across disciplines and to students with various backgrounds.

Specifically, this presentation focuses on helping students to understand that sustainability should not be a bipartisan issue.

Drawing on the work of Reverend William Barber’s “Moral Monday” movement, this presentation looks at various strategies to engage students with diverse religious, political, and personal beliefs through a focus on underlying moral values. This presentation includes sample classroom assignments, course readings, and activities that use ethical frameworks to help students connect with and care about the environment.

2:20 – 3:20

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WORKSHOP

ROOM 106 INCORPORATING SOFT SKILLS INTO THE CLASSROOM

Simone Lee (Marketing) Students are often over exposed to PowerPoint presentations and other forms of digital learning/engagement, so it is important to help them develop the soft skills that employers seek. Time and time again, we are being told by employers that in addition to education and skill set, they are looking to hire people that have soft skills. This can be in the form of good communication skills, time management, building self-confidence, and learning to be a team player.

In this workshop, we will conduct activities and discuss ways in which simple ideas can be incorporated with current curriculum to engage students better and help prepare them for the future workforce. Empowering them to go beyond the books! There may or may not be marshmallows involved! Ideas for active participation include speed networking, tallest tower, Legos, and Play-Doh.

PRESENTATION SESSION ROOM 110 ENGAGING THE WHOLE STUDENT IN WHAT & HOW TO LEARN Presentation 1: Mindful, Physical, & Interactivity in Higher Education: Engaging More Than Just Their Minds Jennifer Heidorn (Sport Management, Wellness, & Physical Education) This session describes three effective application-based teaching strategies that enhance student engagement and classroom culture. Through the use of Nearpod, the Walking Classroom, and mindfulness activities, participants will learn to provide opportunities for meaningful face-to-face engagement. The three-part session includes the following concepts in greater detail: 1. Nearpod – This is a free technology tool that allows students to use phones or laptops for discussions, polls, drawing, virtual tours, or connecting other features to assist comprehension. Participants will learn to use Nearpod during the session.

2. The Walking Classroom provides physical activity opportunities without sacrificing instructional time or student learning. Participants will view a model lesson that can be easily adapted to any program of study.

3. Mindfulness: By incorporating mindfulness exercises, students can be physically and mentally present, ultimately minimizing barriers to learning. Participants in this session will experience several mindfulness strategies for use in their own face-to-face or online courses.

Presentation 2: Finding Frames of Reference: Fast Ways to Identify Student Perceptions Samantha White, Kim Green, & Lantz Ferrell (Management)

While reading, students often lose the author’s argument by holding on to their own associations to the text. This can lead them to assimilate the text into their own preexisting views, rather than opening themselves up to new ways of thinking.

Worse, students may resist the text altogether by dismissing the argument on the basis of perceived differences in cultural values. These reading habits can lead classroom discussion to degenerate into casual conversation instead of an in-depth examination of the text. This presentation will share a pedagogy that brings self-awareness to the process of reading and classroom discussion. Maintaining this focus enables students to think critically about the author’s argument and evaluate its actual merit before situating it within larger contexts of meaning. As a form of contemplative reading, students learn not only how to follow a text’s argument, but also how to reflect on and transform themselves in the process.

2:20 – 3:20

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PRESENTATION SESSION ROOM 112 STRUCTURING CARING INTO COURSES TO INCREASE ENGAGEMENT & RETENTION Presentation 1: The Unsyllabus: Compassionate Pedagogy & the Caring Contract Amy Ellison (English) This presentation explores the formal syllabus as “contract” and examines the need to break from this tradition.

Professors often create syllabi from the perspective of combating potential student battles, setting rigid policies and using a formal tone that does not represent the compassionate pedagogy we display in class. Even the appearance of the formal syllabus can inhibit student motivation and engagement, and the most student-friendly teacher can be read as “uncaring” and “unapproachable”; after all, the syllabus introduces both course and teacher. We leave out the aspect many of us needed most when we ourselves were students: leeway. While many professors willingly bend or break policies depending on individual student situations, what of those students who do not ask for help because the syllabus implies we are unyielding? Leeway must become a transparent option for all students as we seek equity in the classroom. This presentation will show you how to create space in the syllabus for safe failure, provide examples for changing tone and appearance to convey approachability, and explore removing—or at least revising—policies that serve neither our students nor ourselves. Let’s lower the stress for everyone involved!

Presentation 2: Because You’re Mine, I Walk the Line: Increasing Student Retention & Engagement Through Caring Faith Payne & Tiffany Parsons (Sociology)

Students come to college with a variety of challenging and sometimes traumatic histories. These past experiences lead to multiple barriers to learning in the classroom. Students can present with anxiety, apathy, or anger, which can lead faculty to question what is wrong with this student or, in some cases, what is wrong with me? The answer is nothing is wrong with either of you. The better question is what can I do to help you feel safe in my classroom? What can I do to ensure you feel supported and encouraged? How can I do that while not stepping into the role of caregiver and still maintain my role as professor? It is a fine line we walk to maintain our academic roles while also caring for our students and making them feel seen, heard, and understood. This presentation will answer those questions and offer insight into what your students experience and how we can help them overcome the fallout of past experience in order to be successful learners.

PANEL

ROOM 115 THE HUMANITIES: PAST RESONANCE & FUTURE RELEVANCE Pauline Gagnon (COAH Dean’s Office) Elizabeth Kramer (COAH Dean’s Office) Meg Pearson (English) Rob Kilpatrick (Foreign Languages & Literatures) Tim Schroer (History) Walter Riker (Philosophy)

This panel seeks to share an overview of the contributions of the Humanities to liberal arts education as well as some insight into what the future holds for these disciplines.

Four chairs from our humanities programs at UWG will share their wisdom: • “The Real Work/Life Balance: Job Placement for Humanities Majors” – Meg Pearson, English • “The Past, Present, and Future of the Humanities: A Historian’s Perspective” – Tim Schroer, History • “Languages in the Global Era: New Directions in the Modern Language Major” – Rob Kilpatrick, Foreign Languages & Literatures • “Walking Indistinct Paths” Walter Riker, Philosophy

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2:20 – 3:20

PRESENTATION SESSION ROOM 121 BUILDING & ASSESSING BALANCED TEACHING & LEARNING ENVIRONMENTW Presentation 1: Co-Teaching: A Cure for Going Crazy Alone Logan Arrington & Angie Branyon (Educational Technology & Foundations) Co-teaching is the systematic planning, delivery, and evaluation of a course by two or more instructors where each instructor is treated equally. With cross-disciplinary situations, students have access to instructors whose expertise aligns with a student’s discipline. Evidence suggests that this approach can enhance student engagement and satisfaction with their instructional experience. Additionally, it provides students with a model of collaborative planning and decision making that they can mirror in their own professional practices. Co-teaching does not only benefit students; educators receive formative feedback to improve their instructional practices and are continuously engaged in professional development as they learn from each other. This presentation will share what has worked for the presenters, highlight both successes and failures, and engage UWG Faculty in a conversation about the co-teaching process. Participants will engage in an informal discussion on such topics as picking a co-teacher, designing a course collaboratively, delineating responsibility among instructors, and co-assessing student performance.

Presentation 2: Objectives-based Evaluation in Introductory Physics Julie Talbot (Physics)

Many instructors use a traditional grading system that includes homework, tests, and reading; however, this system encourages students to emphasize getting the correct answers over understanding the concepts, especially in introductory classes for non-majors. This presentation will discuss the pros and cons as well the students’ reactions to an objectivesbased model of evaluation, which aims to encourage students to focus on the concepts, not the grade.

One-Minute Paper: For 60 seconds, jot down what appealed to you most about one (or more) of the sessions so far.

2:20 – 3:20

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PRESENTATION SESSION MAKING LEARNING VISIBLE & TRANSPARENT

ROOM 122

Presentation 1: This is It! Synopsis of Concept Mapping Within Biology Courses Over 4 Years Erin Duckett (Biology) & Danilo Baylen (Educational Technology & Foundations) First semester freshmen are often overwhelmed by the amount of material covered per unit in an introductory level biology courses, as well as others. They often struggle to depict key concepts from the diverse amount of material covered.

They also simply do not know how to organize and understand their notes taken during lecture. The incorporation of concept mapping into such classes serves as a tool to provide students with a template for not only organizing their notes but also understanding and making connections among the material covered.

This presentation focuses on the analysis of data collected to better understand how students perceive their experiences with concept mapping. Participants will learn how concept mapping was implemented into freshmen level biology courses across four years and the impacts on the overall recall and retention of material learned based off unit exam averages.

Presentation 2: Helping All Students to Succeed: Ways to TILT Assignment Design Mandi Campbell (Center for Teaching & Learning)

As part of the Transparent in Learning and Teaching (TILT) Higher Ed Project, designing assignments with studentfocused transparency in mind has produced promising findings, indicating that all students benefitted from TILTed assignments, but greater benefits for first-generation, low-socioeconomic, and non-White students. This interactive session focuses on how a transparently designed assignment can foster increased student learning and engagement, leading to improved student outcomes—such as academic confidence, sense of belonging, employer-valued skills, GPA, and retention.

By providing compelling evidence for participants, this session explores the assignment design process and also presents linkages between TILT and two important theoretic frameworks that influence learning: self-efficacy and expectancy– value theory of motivation.

NOW is the time to turn in your completed session evaluation sheet to get two extra raffle tickets!

Upcoming Events Through the CTL CTL Workshops Topic to include cognitive load, teaching today’s learners, CourseDen tools, online course design, & more!

Faculty Reading Groups

New titles for the fall & spring semesters (TBA) Regents’ Teaching Excellence Awards Nomination process starts Sept.

Chancellor’s Learning Scholars Upcoming topics for Faculty Learning Communities: 1. High Impact Practices 2. The Scholarship of Teaching & Learning 3. Transparency in Learning & Teaching (TILT) 4. Brain-based Learning Pedagogies In early fall, look for the call for applications to participate in the year-long FLCs.

Also, the CTL Has Moved!

Drop by the basement of the Old Auditorium anytime for assistance with your face-to-face and fully/partially online courses—or just email us at ctl@westga.edu.

Upcoming SoTL Conferences

June 7-9, 2019, New Orleans, LA

February 12-21, 2020 Savannah, GA Call for Proposals Opens 08/01/19

April 2020 Athens, GA Look for CFP in Sept.