ABSTRACTS - Standard Sessions

NOTE: Standard Sessions are approximately 45-60 minutes long (largely depending on how much time the presenter allows for Q&A).

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

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.

1-216 // 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.

2-216 // 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.

3-120 // 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.

3-215 // 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.

4-121 // 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.

4-215 // 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!