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

NOTE:  Presentations will be posted here (if available) as soon as possible after the conference. Attendees will be notified via email when the majority of presentations are available.

~ Keynote Speaker ~

KEYNOTE SPEAKER:  Russell Carpenter, Ph.D. - Assistant Provost and Professor of English; Eastern Kentucky University

Creative Approaches for (Re-)engagement: Innovative Possibilities for Teaching & Learning

Time and Location: 10:00 - 11:30 a.m., Room 125

At many institutions, student success, learning, and retention continue to factor prominently in teaching initiatives. Barriers to (re-)engagement, however, suggest the need for innovation. Higher education institutions continue to ask big questions in these areas, especially in light of recent technological shifts. How can we (re-)engage students in meaningful interactions and learning? How can creative and innovative approaches help us identify new ways of designing impactful practices across teaching spaces and student learning experiences? We will first identify barriers to (re-)engagement in teaching and learning. Foregrounding creativity in teaching, we will then examine innovative approaches you can incorporate into your courses to (re-)engage students, form meaningful relationships, and foster learning to address these barriers. 

Lightning Round

LUNCH SESSION

Presenters: Center for Advancing Faculty Excellence staff - Missouri S&T

Time and Location: 11:30 - 12:15 p.m.; Room 124

CAFE staff will demonstrate some apps or technologies that can be used in the classroom or to help with productivity. This will be a very high-level, informal discussion of the apps with a brief Q&A period after each demonstration. The best part of this presentation? All of these programs are absolutely FREE!

1-101 // Tiny Tweaks with Big Benefits: Transforming Your Syllabus

HANDS-ON WORKSHOP (1 hour 45 minutes)

Presenter: Dr. Cathryn Friel - Sr. Instructional Designer and Quality Evaluation Team Lead; Missouri Online

Audience: Higher Education

Time and Location: 12:15 - 2:00 p.m.; Room 101

MODE: Face-to-face (Face-to-Face Presenter + Face-to-Face Attendees)

Your syllabus is often the first impression students have of you and your course; its tone can set the path for all subsequent course interactions. During this interactive workshop, you will collaboratively evaluate syllabi for areas that may convey unintended tones and brainstorm ideas that communicate a welcoming and supportive learning environment. After attending this workshop, you will leave with a more inviting, student-centric, and inclusive syllabus.

1-115 // Nearpod: Re-engaging the Disengaged Student

HANDS-ON WORKSHOP (1 hour 45 minutes)

Presenters: 
     Dr. Sophia Scott - Professor and Faculty Director for the Center for Teaching and Learning; Southeast Missouri State University
     Dr. Pam Parry - Professor of Mass Media; Southeast Missouri State University

Audience: Higher Education; K-12 Education

Time and Location: 12:15 - 2:00 p.m.; Room 115

MODE: Face-to-face (Face-to-Face Presenter + Face-to-Face Attendees)

Can students rediscover the joy of learning in the college classroom? This session will provide an engagement tool the faculty can use in all modes of delivery. In this session, participants will use the tool in a hands-on demonstration of this easy-to-learn application.

1-121 // Baseline observation to determine quantitative metrics to improve the clarity of student expectation for assignments in EE3120 - Electronics (II)

STANDARD SESSION (45 minutes)

Presenter: Dr. BJ Shrestha - Associate Teaching Professor of Electrical and Computer Engineering; Missouri S&T

Audience: Higher Education; K-12 Education

Time and Location: 12:15 - 1:00 p.m.; Room 121

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

This discussion presents the preliminary findings and observations, as a part of a research project, sponsored by (CAFE) Center for Advancing Faculty Excellence, here at Missouri S&T. Among various targets of this research study, inquiring of the effect of scaffolding and collaborative approaches on students' cognitive achievement in EE3120 is one of them and this presentation speaks about this matter.

1-124-1 // A Toolkit for Training Faculty to Conference with Students

LEARNING STACK SESSION (15-20 minutes)

Presenters:
     Alexander Wulff - Assistant Professor and Director of Writing and Multimodal Composition; Maryville University
     Cristina Branson - Instructor for Humanities; Maryville University

Audience: Higher Education; K-12 Education

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

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

Conferencing with students is a learned skill for faculty that has received limited scholarly attention. We offer a toolkit for training faculty to take a relational and strategic approach to individual student conferences. Based on social learning theory and social emotional awareness, this framework provides instructors with practical moves for productive conferences.

1-124-2 // Recognizing and Maximizing Affordances of Online Writing Center Consultations

LEARNING STACK SESSION (15-20 minutes)

Presenter: Philip Bode - Director of the Writing Center; Missouri S&T

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)

Much online writing center pedagogy emphasizes replicating traditional face-to-face experiences and minimalist strategies; however, striving to replicate face-to-face strategies in online settings often disregards the unique affordances that online consultations provide. This session will cover why and how writing centers need to consider pedagogical approaches specific to online environments, along with why it's important for writing centers to reconsider the "gospel" and "lore" of minimalist approaches that arguably favor privileged students.  

1-213-1 // Anything But A Paper: creative alternatives to traditional research essays in university humanities courses

VIRTUAL LEARNING STACK SESSION (15-20 minutes)

Presenter: Dr. Jenna Sehmann - Instructor of Double Reeds and Music History; 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)

Many higher education courses require assignments that assess research, critical thinking, and writing skills. This presentation will examine creative alternatives to the traditional essay format, including multimedia formats, visual art and design, performance, and education-focused projects. Rubrics, assessment methods and learning outcomes for this type of project will also be discussed.

1-213-2 // Graduate vs. Undergraduate Teaching & Advising Styles

VIRTUAL LEARNING STACK SESSION (15-20 minutes)

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

In this brief presentation, we will address different teaching and advising pedagogies for undergraduate and graduate students. Considering their unique differences, it is important to identify and incorporate different styles of teaching and advising that will lead to long-term student success.

1-215 // Making Fun a Priority at Work

HANDS-ON WORKSHOP (1 hour 45 minutes)

Presenters: 
     Dr. Jana Gerard - Coordinator of the EDvolution Center; Southeast Missouri State University
     Kris Baranovic - Instructional Design Manager; Missouri Online

Audience: 

Time and Location: 12:15 - 2:00 p.m.; Room 215

MODE: Face-to-face (Face-to-Face Presenter + Face-to-Face Attendees)

Working in higher ed right now is tough. There’s also the old saw that work isn’t supposed to be fun; if it was fun then we’d call it "going to fun" and not "going to work." With burnout prevalent and work requirements more challenging than ever, it’s a good time to reexamine the role of fun in the work process. This session would examine the role of fun in work and productivity and offer suggestions and strategies on making fun a larger part of work.

1-216 // Multimodal Argumentation: Designing Argument Curriculum across Mediums

STANDARD SESSION (45 minutes)

Presenter: Samuel Allen - Assistant Professor of Communication Studies; Randolph-Macon College

Audience: Higher Education

Time and Location: 12:15 - 1:00 p.m.; Room 216

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

As a complement to the predominantly written and oral argumentation and debate concepts and practices that appear in argument curriculum, this presentation asks teacher-scholars to begin to think about the complex environments for creating and sustaining arguments in the 21st century. As an introduction to multimodal argumentation, the aim is to provide a theoretical and practical engagement with contemporary discussions of argumentation that engage with the body, visuality, sound, and digitality.

1-316 // AI in the Classroom: Preparing Students for the Future of Work

VIRTUAL STANDARD SESSION (45 minutes)

Presenter: Dr. James Hutson - Lead XR Disruptor; Lindenwood University

Audience: Higher Education

Time and Location: 12:15 - 1:00 p.m.; Room 316

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

The session will introduce existing AI tools for various disciplines and examples of how they can be integrated into the classroom. Actual examples of current use of AI in classes and results from studies across the institution at Lindenwood University will be shared along with links to all AI tools for ease of integration.

1-317 // The Road Trip to Building Collaborative and Engaging ID-Faculty Relationships

VIRTUAL STANDARD SESSION (45 minutes)

Presenter: Alicia Ward - Instructional Designer; University of Texas-Arlington

Audience: Higher Education

Time and Location: 12:15 - 1:00 p.m.; Room 317

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

Working in an ID-Faculty partnership is a lot like going on a road trip -- from packing the right gear, to navigating construction zones, and enjoying some sightseeing along the way. Come network on strategies for engaging faculty in the design process to make your road trip a success!

2-120 // "I made a profit going to class!" Experiential Learning Through Building a Business

STANDARD SESSION (45 minutes)

Presenters:
     Dr. Steven Austin Stovall - Assistant Professor of Entrepreneurship; Southeast Missouri State University
     Dr. Edward Crowley - Assistant Professor of Entrepreneurship; Southeast Missouri State University

Audience: Higher Education

Time and Location: 1:15 - 2:00 p.m.; Room 120

MODE: Blended (face-to-face and online)

This session describes a highly experiential learning activity where the entire class starts a real business in a Principles of Entrepreneurship course. Held over multiple semesters, it has been highlighted as an important tool in understanding entrepreneurship among undergraduate business students, with students saying without the exercise, they would not have understood entrepreneurship as well as they did. This session demonstrates how the project was developed and implemented as well as the challenges and successes it has experienced.

2-121 // Engaging Students with Empathic Teaching

STANDARD SESSION (45 minutes)

Presenter: Rachel Bailey-Wood - Assistant Clinical Professor; University of Missouri-Columbia

Audience: Higher Education

Time and Location: 1:15 - 2:00 p.m.; Room 121

MODE: Blended (face-to-face and online)

Consumers of higher education face increasing challenges. They must balance the responsibility of learning with mental health needs, socio economic status, and family obligations. True learning requires presence, which can feel impossible with a myriad of competing responsibilities. The relationship between instructor empathy and student outcomes is strong. I discuss skills required for educators to meet the complex needs of online and in seat students. Participants will leave understanding the impetus for empathetic teaching, its relationship with student outcomes, and explicit instructional strategies that both challenge and prepare them to see students as collaborative partners. Specifically, participants will develop a minimum of one way to query students lived experiences relevant to learning, as well as develop actionable change that demonstrates empathetic engagement.

2-124-1 // Reasonable Grace: Reforming Syllabus Policies to Meet the Needs of a Post-Pandemic World While Still Maintaining Standards

LEARNING STACK SESSION (15-20 minutes)

Presenter: Dr. Abram Book - Assistant Professor of Communication Studies and Modern Languages; Southeast Missouri State University

Audience: Higher Education

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

MODE: Blended (face-to-face and online)

This session will examine how to re-think late work policies, classroom etiquette, grading schemes, etc. with students' best interests in mind. The concept of "Cheap Grace" will also be explored with the fundamental question: "How much grace is too much?"

2-124-2 // Using Cooperative Testing in a Flipped Class

LEARNING STACK SESSION (15-20 minutes)

Presenter: Corrie Dudley - Assistant Professor of Nursing; 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 and online)

A flipped classroom provides the opportunity for active learning, however obtaining and maintaining student engagement can be a challenge. This presentation will explore the effectiveness of cooperative quizzing in facilitating student engagement in the flipped classroom.  

2-213-1 // Using a Digital Whiteboard Tool to Encourage Student Collaboration

VIRTUAL LEARNING STACK SESSION (15-20 minutes)

Presenter: Dushanthi Herath - Assistant Professor of Mathematics; Maryville University

Audience: Higher Education; K-12 Education

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

MODE: Blended (face-to-face and online) with online presenter

Collaboration is important in student learning. When students collaborate, it helps them learn teamwork, and develop skills in problem-solving, critical thinking, creativity, and communication. The presentation will introduce how to use a free digital tool to create your online whiteboard to foster collaboration in the classroom.

;

2-213-2 // Ideas for Online Groups: Practical Tips for Increased Learning

VIRTUAL LEARNING STACK SESSION (15-20 minutes)

Presenter: Dr. Lauren Hays - Assistant Professor of Educational Technology; University of Central Missouri

Audience: Higher Education; K-12 Education

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

MODE: Blended (face-to-face and online) with online presenter

Many students report disliking group work, and online groups can often feel particularly forced. However, today’s workforce requires collaboration and virtual engagement. Come join this learning stack to hear tips for making online groups more effective so that deeper learning can occur. Tips will include how to build group expectations, how to keep groups on track, and how to create collaboration without only using division of labor.

2-216 // Trauma-Informed Practice In Higher Education

STANDARD SESSION (45 minutes)

Presenters:
     Dr. Beth Kania-Gosche - Professor and Chair of Teacher Education and Certification; Missouri S&T
     Dr. Mary Gillis - Assistant Teaching Professor of Teacher Education and Certification; Missouri S&T
     Julia Alexander - Assistant Teaching Professor of Teacher Education and Certification; Missouri S&T

Audience: Higher Education

Time and Location: 1:15 - 2:00 p.m.; Room 216

MODE: Blended (face-to-face and online)

Missed deadlines, poor academic performance, lack of effort, forgetfulness, difficulty processing instructions . . . these are all potential signs of trauma. Even before the pandemic, the number of students who experienced trauma was surprisingly high, and now, in the aftermath of the pandemic, trauma-informed practice can benefit everyone. In this session, a group of teacher educators will explain how they translate the trauma-informed practices of K-12 schools into the higher education environment and how they have adjusted their practice in the past year to meet the changing needs of their students.

2-316 // We're All Overworked: Strategies to Reduce Student and Faculty Workload

VIRTUAL STANDARD SESSION (45 minutes)

Presenter: Eva Grouling Snider - Instructional Consultant; Ball State University

Audience: Higher Education

Time and Location: 1:15 - 2:00 p.m.; Online via Zoom

MODE: Virtual (via Zoom)

Many faculty work 60+ hour weeks, while students regularly face barriers to completing all their coursework on time. In this session, we will explore ways that faculty can help themselves and students manage their workload. These strategies range from attitudinal shifts to course design approaches to technological tools.

2-317 // A Recipe for Remote STEM Learning: Bringing Lab Learning Experiences to Life in a Fully Virtual Modality

VIRTUAL STANDARD SESSION (45 minutes)

Presenters:  
     Ying-Hsiu Liu - Instructional Designer; Missouri Online
     Javier Caride - Instructional Designer; Missouri Online
     Tina Fox - Media Designer; Missouri Online
     Dr. Daniel Forciniti - Associate Provost for Faculty Affairs and Professor of Chemical and Biochemical Engineering; Missouri S&T

Audience: Higher Education

Time and Location: 1:15 - 2:00 p.m.; Online via Zoom

MODE: Virtual (via Zoom)

In this presentation, a team of faculty and learning experience designers will showcase how they employed cognitive engagement strategies and cooking-show-inspired presentation techniques to develop an asynchronous online workshop with synchronous lab components. By mixing together both asynchronous and synchronous ingredients, this approach offered opportunities for unique STEM learning experiences on relevant topics (immunology and vaccine development) with the ease-of-access that comes with a fully remote modality. During our presentation, we will cover the context of the project, the design challenges that emerged, and the innovative methods used to solve them. Additionally, the faculty will discuss the experience of shifting to a fully remote teaching modality along with guidance for others considering moving their STEM courses online.

3-101 // "Know Thyself, Know Others": Intercultural Competence to Teach, Motivate our Students, and Help Develop the Whole Person

HANDS-ON WORKSHOP (1 hour 45 minutes)

Presenter: Dr. Michel Gueldry - Professor of French and Intercultural Studies; Missouri S&T

Audience: Higher Education; K-12 Education

Time and Location: 2:15 - 4:00 p.m.; Room 101

MODE: Face-to-face (in person)

This interactive session will present 12+ prompts (visuals, sentences, adages, videos, self-evident "truths," etc.) to facilitate discussion and exploration of intercultural skills. We will tease out IC principles and explore how to apply them to all our classes regardless of students' majors, levels, ages, and history. Participants will practice IC skills, tricks and tips that are concise and immediately applicable in class, interpersonal relationships, and life.

3-115 // Help students help themselves by fostering self-regulation in your classes

HANDS-ON WORKSHOP (1 hour 45 minutes)

Presenter: Dr. Sally Wu - Assistant Director for Educational Technology; Washington University in St. Louis

Audience: Higher Education

Time and Location: 2:15 - 4:00 p.m.; Room 115

MODE: Face-to-face (in person)

Help your students identify what helps them learn and, importantly, follow through on using effective strategies. We will discuss self-regulation, which helps students plan, monitor, and assess how they learn, as they learn. You will leave with specific ideas for how you can support students' self-regulation in and outside of your classroom.

3-120 // Beyond Critical Thinking

STANDARD SESSION (45 minutes)

Presenters:
     Dr. Jana Gerard - Coordinator of the EDvolution Center; Southeast Missouri State University     
     Kris Baranovic - Instructional Design Manager; Missouri Online

Audience: Higher Education

Time and Location: 2:15 - 3:00 p.m.; Room 120

MODE: Blended (face-to-face and online)

Critical thinking resides in every general education curriculum and is the backbone of college. It’s also inadequate on its own. Thinking critically is only the beginning of processing the world. This session would define critical thinking as well as critical feeling, critical imagining, critical engaging, and critical being, as well as apply all five to a variety of learning situations.

3-121 // Implementing Training for Early STEM Faculty

STANDARD SESSION (45 minutes)

Presenters:
     Dr. Meghann Pytka - Instructional Specialist; Washington University in St. Louis
     Jason Crandall - Director of Learning Design & Innovation; Washington University in St. Louis
     Tucker Krone - Lecturer; Washington University in St. Louis

Audience: Higher Education

Time and Location: 2:15 - 3:00 p.m.; Room 121

MODE: Blended (face-to-face and online)

Since Fall 2021, the Early STEM Faculty Program has provided support, community, and best practices in pedagogy and technology for over 30 tenure track and non-tenure track faculty members from engineering and arts & sciences. Participants are invited to join a series of seminars from guest speakers across the university, observe expert teachers, be observed in the classroom, and share their experiences with other members of their cohort in formal and informal settings. Our presentation will share our experiences and lessons learned, as well as provide practical recommendations for implementing early career STEM faculty programs.

3-124 // "What is the story that I am telling myself?": An exploration of the benefits of cognitive reframing techniques within personal narrative writing in foundational composition courses and beyond

STANDARD SESSION (45 minutes)

Presenters:
     Kelly Tate - Associate Teaching Professor of English and Technical Communication; Missouri S&T
     Mathew Goldberg - Associate Teaching Professor of English and Technical Communication; Missouri S&T

Audience: Higher Education; K-12 Education

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

MODE: Blended (face-to-face and online)

This session will explore the usage of the psychological technique of cognitive reframing within the context of personal narrative writing for foundational composition students. Blending a narrative therapy approach with a foundational writing assignment can benefit students in myriad ways, teaching key skills such as resiliency. We will discuss the usage of this approach within our foundational English 1120 classes, and we will describe ways in which such an approach could be applied to other classes as well.

3-213-1 // Introducing Real Life Applications of Mathematics through Group Projects in Lower-Division Mathematics Classes

VIRTUAL LEARNING STACK SESSION (15-20 minutes)

Presenters:
     Dr. Haohao Wang - Professor of Mathematics; Southeast Missouri State University
     Dr. Emmanuel Thompson - Professor of Mathematics; Southeast Missouri State University
     Natalya Kutsevalova - Instructor of Mathematics; Southeast Missouri State University

Audience: Higher Education

Time and Location: 2:15 - 3:00 p.m.; Room 213 (and online via Zoom)

MODE: Blended (face-to-face and online) with online presenter

Our presentation focuses on incorporating mini-projects in our teaching to enhance students' understanding of applications of mathematics in dealing with real life problems. We share our experiences to stimulate students’ interest in mathematics through hands-on activities and expose students to a variety of means for exploring mathematics career options.

3-213-2 // SOC-2001 Introduction to Organizational Leadership Teaching Tools

VIRTUAL LEARNING STACK SESSION (15-20 minutes)

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

Audience: Higher Education

Time and Location: 2:15 - 3:00 p.m.; Room 213 (and online via Zoom)

MODE: Blended (face-to-face and online) with online presenter

My Presentation will discuss:

1. SOC-2001 Introduction to Organizational Leadership Course Learning Objectives CLO (What they will learn?) Objectives of this course:
   • You will Identify an awareness of your own leadership philosophy, traits, skills, and behaviors through self assessment questionnaires.
   • You will develop an understanding of the fundamental ways leadership is practiced in on-going organizations.
   • You will establish a framework for the unique dimensions of your own leadership style, your strengths and weaknesses, and ways to improve what you do as leaders.
2. Course assessments alignment with CLO (Are students achieving CLO by completing Assessments?)
3. One of the Assessment tools used in the course.

;

3-215 // Apocalyptic pedagogy: How to teach like the world is ending

STANDARD SESSION (45 minutes)

Presenter: Dr. Ryan Cheek - Assistant Professor of English and Technical Communication; Missouri S&T

Audience: Higher Education; K-12 Education

Time and Location: 2:15 - 3:00 p.m.; Room 215

MODE: Blended (face-to-face and online)

Climate chaos, disease outbreaks, and thermonuclear weaponry are only a few of the omnipresent threats faced by humanity in the modern world. Developing an apocalyptic pedagogy is a method for teaching disciplinary content by leveraging the human motivation to abate risk and by instilling an awareness in students of the ever present potential for planet wide cataclysm. Attendees will learn how to help students connect course concepts in meaningful and generative ways to their lived realities by responsibly elevating the exigence of course material to an existential level.

3-316 // Digital Accessibility Skills for Inclusive Learning

VIRTUAL STANDARD SESSION (45 minutes)

Presenters:
     Laura Foley - Instructional Designer; Missouri Online
     Manon Allard-Kropp - Instructional Designer; Missouri Online
     Kris Wingo - Instructional Designer; Missouri Online

Audience: Higher Education; K-12 Education

Time and Location: 2:15 - 3:00 p.m.; Online via Zoom

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

A commitment to inclusive teaching must extend to students with disabilities. In this session, we'll go over the core skills needed to create digitally accessible learning materials and how to check accessibility in Microsoft Office and in Canvas. Participants are encouraged to practice on their own devices; one-on-one assistance will be available during the session.

3-317 // Promoting Engagement Through Micro-Lectures, Practice Problems, and Remediation

VIRTUAL STANDARD SESSION (45 minutes)

Presenter: Kate Foster - Instructor; St. Charles Community College

Audience: Higher Education

Time and Location: 2:15 - 3:00 p.m.; Online via Zoom

MODE: Virtual (via Zoom)

This session will look at three different strategies that I have implemented in both hybrid and online courses to promote engagement while helping students retain the material they have just learned. Specifically, we'll look at the advantage of short lectures, doing practice problems or questions along with lectures, and how to do remediation for students who need it with each lesson.

4-120 // Kummer Vanguard Scholars: An innovative approach to student success

STANDARD SESSION (45 minutes)

Presenters:
     Dr. Rachel Kohman - Director of Kummer Student Programs; Missouri S&T
     Jaqueline Meinecke - Assistant Director of Kummer Student Programs; Missouri S&T

Audience: Higher Education

Time and Location: 3:15 - 4:00 p.m.; Room 120

MODE: Blended (face-to-face and online)

Missouri S&T was given a transformational gift of $300,000,000 by Fred and June Kummer in the fall of 2020. One focus area for the newly formed Kummer Institute was to support student success, which sparked the Kummer Vanguard Scholars Program. The first cohort started in the fall of 2021 with the 460 students each receiving between $1,000-$3,000 annually for up to 4 years. More than just a scholarship, the Kummer Vanguard Scholars program collaborates with academics, student affairs, and alumni to create a holistic approach to student success.

4-120 // Kummer Vanguard Scholars: An innovative approach to student success

ZOOM LINK

STANDARD SESSION (45 minutes)

Presenters:
     Dr. Rachel Kohman - Director of Kummer Student Programs; Missouri S&T
     Jaqueline Meinecke - Assistant Director of Kummer Student Programs; Missouri S&T

Audience: Higher Education

Time and Location: 3:15 - 4:00 p.m.; Room 120

MODE: Blended (face-to-face and online)

Missouri S&T was given a transformational gift of $300,000,000 by Fred and June Kummer in the fall of 2020. One focus area for the newly formed Kummer Institute was to support student success, which sparked the Kummer Vanguard Scholars Program. The first cohort started in the fall of 2021 with the 460 students each receiving between $1,000-$3,000 annually for up to 4 years. More than just a scholarship, the Kummer Vanguard Scholars program collaborates with academics, student affairs, and alumni to create a holistic approach to student success.

4-121 // The patterns of learning management system utilization and its relationship to course satisfaction.

STANDARD SESSION (45 minutes)

Presenter: Mohamad Ali bin Baba - Doctoral Candidate; Southern Illinois University-Carbondale

Audience: Higher Education

Time and Location: 3:15 - 4:00 p.m.; Room 121

MODE: Blended (face-to-face and online)

The purpose of this study is to investigate the patterns of Learning Management System (LMS) utilization and its relationship to course satisfaction. Using a data mining technique, data set from learner interaction inside the LMS were fed into clustering algorithms to analyze the patterns of LMS utilization. These resulting clusters are then correlated to learner course satisfaction based on end of semester Curriculum/Instructor evaluation survey.

4-124 // Learning Experiences of Students with ADHD: The Reality of ADHD in Your Courses

STANDARD SESSION (45 minutes)

Presenter: Dr. Cathryn Friel - Sr. Instructional Designer and Quality Evaluation Team Lead; Missouri Online

Audience: Higher Education

Time and Location: 3:15 - 4:00 p.m.; Room 124

MODE: Blended (face-to-face and online)

In this interactive session, Dr. Catt Friel will take you into the mind of a person with ADHD to explore some of the daily struggles your students with ADHD face. By sharing the experiences of students with ADHD in their courses and the students’ suggestions for better supporting their academic success, Dr. Friel leads a discussion on common misconception of ADHD and the reality of ADHD for college students. You will leave this session with easy-to-implement, practical ideas you can incorporate into your teaching practice and course design that creates a supportive and inclusive learning environment for all students.

4-213-1 // Replacing Discussion Boards with Hypothes.is

VIRTUAL LEARNING STACK SESSION (15-20 minutes)

Presenter: Johnna Murray - Associate Teaching Professor; University of Missouri-St. Louis

Audience: Higher Education

Time and Location: 3:15 - 4:00 p.m.; Room 213 (and online via Zoom)

MODE: Blended (face-to-face and online) with virtual presenters

Although Discussion Boards are intended to form communities and explore topics, many students find them boring. One solution is Hypothes.is a social annotation tool. Using Hypothes.is, my students discuss topics that are interesting while drawing them in to natural communities. My use of Hypothes.is has evolved to completely replace Discussion Boards.

4-215 // Detecting Conceptual Learning in the Online Learning Environment

STANDARD SESSION (45 minutes)

Presenters:
     Qiang Dotzel - Teaching Professor of Mathematics, Physics, Astronomy, and Statistics; University of Missouri-St. Louis
     Cheryl Eichenseer - Professor of Mathematics; St. Charles Community College
     Carol DeFreese - Instructor of Mathematics and Statistics; University of Missouri-St. Louis

Audience: Higher Education; K-12 Education

Time and Location: 3:15 - 4:00 p.m.; Room 215

MODE: Blended (face-to-face and online)

Teaming up with St Charles Community College, this collaboration offers diverse perspectives on instructions and brings in the needs from a diverse student population. When teaching in person, it’s easier to gauge students’ level of understanding through students’ facial expressions and classroom responses. But for the “invisible” online learners, one way for us to realize that the conceptual learning was not achieved was from critical errors made by these learners. Fostering conceptual learning in a challenging math course, such as Calculus II, and helping students to see the benefits through their own positive experience will lead to appreciation of conceptual learning in students’ future courses. Implementing higher engaging activities and alternative assessments, we stimulate students' learning experience so that it will help to guide successful performance in the summative assessment, as well as long term knowledge retention. This approach has lessened achievement gap between the in-person and online learners and enhance equity. One of the side benefits from stressing conceptual learning has been addressing online "cheating" issues. As our students become "more resourceful", it is easier to search for answers for a procedural question. When a student searches for a conceptual point, we see it as heading on the correct learning path. If a student has learned the "why", then the "how" will be addressed with very sound reasons!