ABSTRACTS - Learning Stack Sessions

NOTE: Learning Stack sessions are approximately 15-20 minutes (depending on how much time is allotted for Q&A). There are two presentations per 1-hour time slot.

All sessions take place in Butler-Carlton Hall on the Missouri S&T campus

1-124-1 // Experiences of Faculty Participants in a University Scholarship of Teaching and Learning Seminar

LEARNING STACK SESSION (15-20 minutes)

Presenters:
     Dr. Natalie Ulrich - Assistant Professor of Chemistry; Maryville University
     Dr. Lisa Merideth - Assistant Professor of Education; Maryville University
     Dr. Lindy Rossow - Assistant Professor of Exercise Science; Maryville University
     Dr. Mike Kiener - Professor of Rehabilitation Counseling; Maryville University

Audience: Higher Education

Time and Location: 12:15 - 1:00 p.m.; Room 124

MODE: Blended (Face-to-Face Presenter + Online/Face-to-Face Attendees)

In this session, we will share the results of our qualitative study documenting the experiences of 33 faculty participants in a scholarship of teaching and learning (SoTL) seminar. We hope attendees come away from this session with ideas for future research and an understanding of the value of a SoTL program.

1-124-2 // Active Learning in Principles of Economics

LEARNING STACK SESSION (15-20 minutes)

Presenters:
     Dr. Radu Puslenghea - Assistant Teaching Professor of Economics; Missouri S&T
     Dr. Ana-Marie Ichim

Audience: Higher Education

Time and Location: 12:15 - 1:00 p.m.; Room 124

MODE: Blended (Face-to-Face Presenter + Online/Face-to-Face Attendees)

For three consecutive semesters, starting in Fall 2022 until Fall 2023, students enrolled in Principles of Economics classes (both Micro and Macro sections) engaged in a series of weekly, instructor lead, in-class activities tailored to each theoretical module covered.

The main purpose of this educational technique was to support and motivate individual, steady, and measurable progress of students towards their academic goals. Thus, achieving a deeper understanding of basic economic concepts and improved learning outcomes.

This presentation provides an overview of the entire process which could serve as a potential blueprint for other large introductory classes with significant theoretical content, as well as, a critical analysis of the quantitative data collected and the lessons learned.

1-213-1 // Beyond Panopto: Crafting Compelling Educational Videos

VIRTUAL LEARNING STACK SESSION (15-20 minutes)

Presenter: Dr. Elmer Ragus - Instructional Designer; Missouri Online

Audience: Higher Education

Time and Location: 12:15 - 1:00 p.m.; Room 213 (and online via Zoom)

MODE: Blended (Online Presenter + Online/Face-to-Face Attendees)

So, it's great that you know how to create videos for your courses using Panopto! Now, let's level up with compelling, short form educational videos that increase student engagement, enhance your social presence, and promote understanding of concepts. In this session, I'll offer practical tips for video creation and demonstrate video editing in Adobe Express.

1-213-2 // Teaching Innovations in an Undergraduate Introductory Probability and Statistics Course: Applications of R/RStudio and Case Studies

VIRTUAL LEARNING STACK SESSION (15-20 minutes)

Presenters:
     Dr. Emmanuel Thompson - Professor of Actuarial Science and Statistics; Southeast Missouri State University
     Dr. Mohamed Abu Sheha - Instructor of Statistics; Southeast Missouri State University

Audience: Higher Education

Time and Location: 12:15 - 1:00 p.m.; Room 213 (and online via Zoom)

MODE: Blended (Online Presenter + Online/Face-to-Face Attendees)

With the increase in volume of data and high computer capabilities, statistics and data science have become hot topics nowadays.

Currently, statistical data analysis software and programs such as R/RStudio, Python, and SAS are in high demand. However, university programs with courses in introductory statistics and probability still use traditional statistical analysis software programs like MS Excel, SPSS, and Minitab.

The goal of this project is to introduce teaching innovations in an undergraduate introductory probability and statistics course. The objectives are two-fold. First, to integrate the use of R/RStudio software in the computational process. Second, to use case studies as a means of helping students apply probability and statistical concepts to real-life problems. Topics covered in this course provide prerequisite and essential foundation for statistical methods and data-driven analytical modeling.

The innovations would make the course accessible to students from multiple programs or disciplines. We believe these innovations would equip students with the needed market demand for statistical analysis software skills.

2-124-1 // Service-Learning as a Strategy to Influence Health Outcomes

LEARNING STACK SESSION (15-20 minutes)

Presenter: Amanda W. Gowin - Assistant Professor of Health and Exercise Science; Westminster College

Audience: Higher Education

Time and Location: 1:15 - 2:00 p.m.; Room 124

MODE: Blended (Face-to-Face Presenter + Online/Face-to-Face Attendees)

This session will discuss ways to create "meaning-making experiences" to influence health behaviors. While personal responsibility is important, additional factors that influence self-efficacy, attitudes, and values towards health can further influence personal health behaviors (Bandura, 1977; Bandura, 2004). The outcomes we've learned with service-learning as a way to influence self-efficacy, attitudes, and values can change health behaviors can extend beyond the classroom. This program discusses social cognitive theory, its impact on experiential learning and how this relates to health behavior change. This session hopes to inspire more experiential learning in and outside of the classroom to create more impact on our prevention efforts.

2-124-2 // Embracing the Madness: Experiences Integrating Chat GPT in Healthcare Courses

LEARNING STACK SESSION (15-20 minutes)

Presenter: Dr. Corrie Dudley - Associate Professor; Southeast Missouri State University

Audience: Higher Education; K-12 Education

Time and Location: 1:15 - 2:00 p.m.; Room 124

MODE: Blended (Face-to-Face Presenter + Online/Face-to-Face Attendees)

The purpose of this presentation is to explore how educators can harness the power of Chat GPT to enhance learning. Weigh potential benefits and uses against disadvantages and concerns. I will share my experiences and lessons learned from using Chat GPT in curriculum development and implementing student use of Chat GPT into my nursing and healthcare courses.

2-213-1 // Leadership Self-Reflection

VIRTUAL LEARNING STACK SESSION (15-20 minutes)

Presenter: Robert Cote - Assistant Teaching Professor; University of Missouri-St. Louis

Audience: Higher Education

Time and Location: 1:15 - 2:00 p.m.; Room 213 (and online via Zoom)

MODE: Blended (Online Presenter + Online/Face-to-Face Attendees)

The session will discuss a leadership project on self-exploration and self-reflection used in my Leadership course. Student will create a video presentation with a PowerPoint sharing how they discovered their own leadership philosophy, traits, skills, and behaviors, share their understanding of the fundamental ways leadership is practiced in on-going organizations, and share how they will establish a framework for the unique dimensions of their own leadership style, their strengths and weaknesses, and ways to improve what they do as leaders.

2-213-2 // Cultivating Engagement and Growth: Unveiling the Power of Critical Reflection in Online Learning

VIRTUAL LEARNING STACK SESSION (15-20 minutes)

Presenters:
     Dr. Monica Radu - Associate Professor of Criminal Justice, Social Work, and Sociology; Southeast Missouri State University
     Dr. Kristen Sobba - Associate Professor of Criminal Justice, Social Work, and Sociology; Southeast Missouri State University  

Audience: Higher Education

Time and Location: 1:15 - 2:00 p.m.; Room 213 (and online via Zoom)

MODE: Blended (Online Presenters with Online/Face-to-Face Attendees)

In this presentation, we will explore the potential of critical reflection in the context of online learning. We will discuss a range of strategies, methods, innovations, and tools that have proven effective in encouraging and motivating online learners. Through real-world examples and insights, we'll uncover how the power of critical reflection can enhance student engagement and promote growth in the online learning environment.

3-124-1 // Improving Engagement: Study Results on Student Video Learning Preferences

LEARNING STACK SESSION (15-20 minutes)

Presenters:
     Kathleen Beardsell - Learning Designer/Project Lead; Maryville University
     Dr. Lindy Rossow - Assistant Professor of Exercise Health; Maryville University

Audience: Higher Education

Time and Location: 2:15 - 3:00 p.m.; Room 124

MODE: Blended (Face-to-Face Presenters + Online/Face-to-Face Attendees)

We will present qualitative and quantitative data from our study on student video learning preferences for traditional video lectures coupled with student engagement activities, such as concept map, journaling, formative embedded quizzes, scenario based problem solving, and keyword searches. Integration of active learning and traditional instruction and student attitudes and preferences with recommendations for engagement activities will be discussed.

3-124-2 // Seeking Liberation through Public-Facing Assignments

LEARNING STACK SESSION (15-20 minutes)

Presenter: Kat Rittenhour - Teaching Professor of Sociology; University of Missouri

Audience: Higher Education; K-12 Education

Time and Location: 2:15 - 3:00 p.m.; Room 124

MODE: Blended (Online Presenter + Online/Face-to-Face Attendees)

While traditional banking methods can be a tool of domination or oppression with their top-down nature, problem-solving education can be liberating (Freire 2005). This presentation will discuss the benefits of implementing public-facing assignments (e.g., publishing, community organizing, political action) to impart students with tools for complex problem-solving and engaged and informed citizenry.