Fort Wayne Teaching and Learning Conference
The Fort Wayne Teaching and Learning Conference, informally known as the “Area Deans’ Conference,” began in 1998. The academic deans of seven area colleges and universities had begun meeting a few times a year to share information about issues that affected them all, irrespective of differences in mission, size, or philosophy.
The growing need to understand and use instructional technology led to a decision to sponsor a conference at which faculty from their institutions could share their work. The 1998 Teaching and Technology Conference, held on the Fort Wayne Ivy Tech campus, was so successful that the seven colleges and universities agreed to make the conference an annual event. Since 1999, it has been held on the Purdue Fort Wayne campus.
2025 Fort Wayne Teaching and Learning Conference
The 28th Annual Fort Wayne Teaching and Learning Conference will be held in person at Purdue Fort Wayne on Friday, February 21, 2025.
Dr. Newton Miller, Keynote Speaker
Dr. Newton Miller has been committed to the education arena since 1995 when he transitioned from the engineering field. His research focuses on educating at-potential populations, with particular interest in systemic thinking that promotes equitable access to achievement, effective school cultures, and facilitation of programming and instruction that leads to the educational success of these populations.
Dr. Miller currently serves as the Lead Faculty of the Education Studies and Educator Preparation programs at the University of Arizona Global Campus. His contributions to higher education include conducting professional development sessions and keynote addresses across the country. He has received honors such as the Impact Award from the Urban League (2018), the Provost Award for Outstanding Faculty from Ashford University (2014), and the Excellence in Teaching Award from York College (2012).
Dr. Miller is the author of “Why Some Seeds Don’t Grow,” a book that explores principles for enhancing the education, mentoring, and parenting of urban youth. He also co-authored “Baggage Claim” with his wife, Kimberly, which shares insights into building and maintaining successful marriages. Additionally, he has authored two textbooks—"How Does Educator Look on Me" and "Life After College: Presenting Yourself to the Workforce"—currently used in the capstone courses at the University of Arizona Global Campus.
Dr. Miller believes educators are meant to facilitate the thinking that changes the world, which aligns with his mantra: Educate … Motivate … Help Them Grow!
Fun Fact: Dr. Miller’s dream job was as a structural engineer until he stood in front of a classroom of knowledge-hungry, inner-city students. At that moment, he realized his true purpose was to be an educator.
Dr. Jeremy A. Rentz, Plenary Speaker
Plenary Title: Transparent Teaching in the Age of AI
Abstract
Ever feel like students are merely going through the motions—or turning to AI for shortcuts? Join us to explore how transparent teaching can bridge the gap between course objectives and student motivation while bringing integrity back to the forefront. By clearly communicating the why of assignments and policies, we transform anxiety and confusion into curiosity and ownership. Transparent teaching isn’t just a buzzword; it’s a strategy rooted in fundamental human needs and applicable to any classroom, face-to-face or online. Transparent teaching empowers you to boost engagement, reduce stress, and advance AI literacy with practical, ready-to-implement ideas that foster meaningful learning in today’s rapidly changing educational landscape.
Bio
Jeremy Rentz is the Schantz Distinguished Professor of Environmental Engineering at Trine University. In this role he supports student learning by being transparent, using exceptional slides, and getting out of the way so students can do some of the work in the classroom. In the professional development arena, Jeremy champions these teaching tools and other practical strategies by facilitating faculty discussions and workshops wherever teachers are striving to improve student learning.
Session Titles and Abstracts
- 10:00-10:45am: Session 1-A to Session 1-G
Session 1-A: Teaching for Transformation: Strategies to Help Students See the World Differently
Abstract:
Transformative learning is a powerful educational approach that enables adult learners, particularly college students, to engage in deep reflection, critically examine their assumptions, and shift their perspectives. These skills are essential for navigating the complexities and challenges of today’s rapidly changing world. This session will provide practical, evidence-based strategies for fostering transformative learning in the classroom. Participants will explore methods to create opportunities for meaningful reflection, such as journaling or guided self-assessments, and consider ways to facilitate thought-provoking discussions that encourage students to question their beliefs and consider alternative viewpoints. Additionally, the session will highlight the importance of connecting course content to students’ lived experiences, making learning more relevant and impactful. Through the use of case studies, collaborative activities, and real-world examples, participants will discover how to design learning experiences that foster critical thinking, emotional engagement, and personal growth. By the end of the session, attendees will have some actionable strategies that can be immediately implemented to deepen student engagement, cultivate a reflective classroom environment, and inspire transformative change that extends beyond the classroom and into students' lives.
Michelle Blank Rentz (Goshen College)
Session 1-B: Annoyingly Effective: Redefining Office Hours as a Core Part of Student Success
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It is well-established that office hours are an underutilized resource in higher education, often perceived as a last resort rather than an essential learning tool. This presentation aims to shift that perception by positioning consistent office hour attendance as a hallmark of proactive, successful students. Drawing on both personal experience and established research, this session introduces a model that reframes office hours as a regular practice for all students—not just those who are struggling. Key strategies include explicitly communicating the benefits of consistent attendance, setting expectations early, and fostering a culture of engagement through frequent reminders. This outcome-focused approach prioritizes the academic and personal gains for students over the initial motivation to seek help. Participants will explore real-world examples and evidence demonstrating how these strategies boost student engagement, understanding, and overall performance. Attendees will leave equipped with practical techniques and adaptable messaging to transform the role of office hours in fostering continuous, independent learning.
Michael Smith (Trine University)
Session1-C: Lessons Learned: Excellence in Teaching Cohort Pilot Program at Ivy Tech
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For those interested in improving teaching quality in their own classrooms, as well as those who are tasked with providing support and instruction to new and continuing faculty in this realm; this session is designed to be a starting point for discussion about how to improve college teaching. Specifically, this session will look at a pilot program, Excellence in Teaching, developed in 2023 and facilitated during the fall 2023 and 2024 semesters at Ivy Tech. Both cohorts included new and veteran full time and adjunct instructors. Topics covered in the seminar included evaluating teaching strengths, creating a philosophy of teaching statement, creating flexible and engaging lesson plans, and classroom management strategies, among others. Sessions were spaced out every few weeks, starting in August with a kickoff session and concluding in January with teaching demonstrations and program evaluations. Attendees will have the opportunity to participate in some of the activities originally created for this pilot. This session will look at the impetus for the program, how it was constructed and facilitated, and lessons learned from this pilot program over the past two years.
Leigh Ann Routh (Ivy Tech Community College)
Rebecca Biggs (Ivy Tech Community College)
Session1-D: Building Bridges: Cultural Awareness Training for Faculty, Staff, and International Students
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This presentation outlines a three-pronged approach to improving the on-campus experience of international students: We suggest providing cultural awareness training not just for international students, but also for faculty and staff. The number of international students has risen significantly on our campus over the years. Traditionally, the burden of adapting/acculturating has been resting on these students’ shoulders. We argue that while it is necessary to familiarize international students with American cultural expectations and values, it is equally as important to train domestic faculty and staff on how to communicate successfully across cultures. Studies have shown that positive interaction with faculty (and staff) is among THE most important experiences that predict overall satisfaction among international students. In this presentation, we outline the (evolution of) trainings offered at PFW to international students, faculty, and staff, show what theses workshops look like, and help brainstorm how one can identify key facilitators and start similar training on other campuses.
Suin Roberts (Purdue Fort Wayne)
Maureen Linvill (Purdue Fort Wayne)
Session1-E: How Does Generative AI Help Us Learn about Learning? A Classroom Integration
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A recent survey shows that 66% of business leaders will not consider hiring a graduate without AI skills (Microsoft & LinkedIn, 2024). In this time of change, it is crucial that we equip ourselves and our students with the necessary skills, AI-related or not, to survive and thrive in the future job market. In the classroom of Learning and Cognition, we take generative AI (gen-AI) integration a step beyond the basics: we consider, discuss, and debate the possibility of gen-AI changing human cognition and learning processes. In this presentation, a group of five students will share their experience learning and teaching with five gen-AI platforms— ChatGPT 4o (Open AI, 2024), Copilot (Microsoft, 2024), Meta AI (Meta Platforms, Inc., 2024), Snapchat AI (Snap Inc., 2024) and Gemini (Google, 2024), while comparing their differences in accuracy, creativity, or completeness, addressing their strengths and limitations, and discussing potential applications of gen-AI to enhance learning or teaching practices. Through the students’ experiences, we found that although gen-AI has great potential in designing personalized learning plans, the outcome of gen-AI assistant learning hinges on the intention of the user.
Jia Cai (Indiana Tech)
Alexandra (Alex) Coreas (Indiana Tech )
Neasia Lee (Indiana Tech)
Katherine (Kat) Hoff (Indiana Tech)
Joelyn (Joy) Tully (Indiana Tech)
Isis Wagner (Indiana Tech)
Session1-F: “Do the Reading!” Implementation and Facilitation of Chapter Discussion Questions for Student Motivation in Reading the Course Textbook
Abstract:
Faculty carefully determine reading assignments throughout the semester, indicating to students the information contained within the textbook is valuable, necessary, and integral to understanding the course material. However, faculty also express irritation and disappointment when students demonstrate non-completion of these assignments, whether through lack of class participation, failure to demonstrate material familiarity, and/or poor assessment grades. This round table discussion focuses on how the implementation of two to three discussion questions for each assigned chapter not only encourages students to complete textbook reading, but also provides a measurable practice to assess comprehension, critical thinking, and material application. Attendees will be able to discuss methods they employ to encourage student reading, suggestions to motivate students to do so, and engagement with the material. Student perception concerning motivation for reading completion, practicality, and benefit of these questions will be discussed, along with ways to create, implement, and encourage completion of this assignment with full effort. Finally, this discussion suggests avenues for further research, analysis, and practical application of this type of goal-directed assignment to reading-heavy courses, such as Social Sciences and Humanities.
Christa A. Dillman (Purdue Fort Wayne)
Session1-G: Using Projects Effectively
Abstract:
Projects and project based learning are hot topics in education. Many of us use projects to create a real world experience for our students. The question, however, is “Do we use assigned projects effectively?” Follow up roundtable discussion questions could include: (1) Is the project related to the content? (2) Have I established objectives and designed rubrics that will help guide students? (3) Should I provide an example of an excellent project, as developed by myself? (4) Is the project helping students develop self management skills? (5) How am I rating the interim work habits and the project’s progress? (6) How am I providing feedback? Is it geared towards the objectives of the project? (7) Am I evaluating the project using the rubric provided to students at the onset?
Bryan Iddings (Garrett Keyser Butler Community Schools)
- 11:00 – 11:45am: Session 2-A to Session 2-G
Session2-A: Sustaining Quality Teaching - What do you need?
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We have created a reliable and valid instrument to measure your perceptions of your teaching and whether you feel you have what you need to maintain quality teaching. The instrument helps "diagnose" your teaching quality, passion, and satisfaction with teaching as a career. It also explores whether you have the necessary time, support and motivation to sustain your teaching. Come and see how you "measure" up :)!
Marcia Dixson (Purdue Fort Wayne)
Yvonne Zubovic (Purdue Fort Wayne)
Julie Saam (Purdue Fort Wayne)
Session2-B: Digital Technology and Praxis in the Classroom: A Study on Using Smartphones to Discuss Design Principles and Ableism
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In the presentation “Digital Technology and Praxis in the Classroom: A Study on Using Smartphones to Discuss Design Principles and Ableism”, Dr. Jacob Mertens will lead a discussion on the benefits of using praxis to bridge a conceptual understanding of ableism with a more hands-on use of familiar digital technology. Specifically, the presentation will walk attendees through a case study lab that instructs students to enable the accessibility functions on their personal cell phones, while giving students guiding questions to consider how web design coding on mobile web browsers is often not well equipped to function properly with these accessibility functions turned on. Ideally, the activity helps students critically examine the embedded assumptions of a presumed audience for digital technology, and begin to recognize the ideological underpinnings of digital media design. After the demonstration walkthrough, Dr. Mertens will then lead a discussion with attendees on the overall merits of using praxis to engage students within a broader lesson plan.
Jacob Mertens (Manchester University)
Session2-C: From Kahoots to Board Games, Practical Gamification in the Classroom
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Educators have long tackled with getting students to engage with, understand, and retain material. While traditional lecturing and other conventional teaching methods have their place and are necessary, introducing a new style of teaching within the class can help students pay more attention and draw greater relevance to the material. Gamification has been studied over the years as ways to implement game-based elements into the classroom, whether through utilizing certain game methods or playing actual games. This session will focus on practical ways to start adding gamified content to your existing courses, as well as larger ways to implement game-based learning. We will explore light, medium, and heavy game-based activities that participants could take and implement into their class, through examples used within the presenter’s classes. Additionally, participants will explore how to find existing game-based activities in their interest area and will brainstorm how to implement these strategies within their classes.
Joanna Claudy (Trine University)
Session2-D: Quality over Quantity in Teaching and Assessment
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Students do not all learn in the same way, so it is critical to adapt instruction to meet their different learning styles. This presentation will explore the critical nature of providing quality, aimed instruction for an audience with varying learning methods and needs. It includes scaffolding learning; meaningful, relevant real-life instruction; purposeful, relationship-based feedback; and targeted, relevant assessments. Different techniques will be discussed that include audience engagement into the exploration of these. It will provide an in-depth discussion of different learning techniques appropriate for a collegiate setting. Furthermore, it will cover different types of review and assessment techniques beyond the standard testing often used in the college setting.
Crysta Burke (Indiana Tech)
Yun Su (Indiana Tech)
Session2-E: Bridging the feedback gap: Strategies to cultivate students’ feedback literacy
Abstract:
Feedback is widely recognized as essential for student learning. However, students and faculty often have differing perceptions about the purpose and usefulness of feedback (Carless & Winstone, 2020), thereby limiting its impact. Faculty can address this gap through feedback literacy. Feedback literacy is “the understandings, capacities, and dispositions needed to make sense of information and use it to enhance work or learning strategies” (Carless & Boud, 2018). When students have the skills to engage with feedback properly, they are more receptive to the powerful influence of feedback and more effective at using feedback to enhance their learning. This session will explore evidence-based strategies to enhance student engagement with feedback by fostering feedback literacy. Emphasis will be on the critical role students play in understanding and applying feedback. Presenters will guide faculty in identifying approaches for incorporating feedback literacy frameworks into their teaching.
Rachel Ramsey (Purdue Fort Wayne)
Andrea Bearman (Purdue Fort Wayne)
Session2-F: The Artificially Intelligent: Critical Thinking and Writing in the Era of AI
Abstract:
This session will explore strategies for fostering critical thinking, problem-solving, and authentic writing in an age where generative AI is accessible to all students. With AI tools like ChatGPT becoming a staple in the academic and personal lives of students, educators across all disciplines face the unique challenge of guiding their students to use such tools ethically and not as a replacement for their own thoughts, voices, and ideas. Participants will be encouraged to share insights on how they are managing AI usage, or how they have struck the balance of integrating Artificial Intelligence into the classroom while emphasizing the importance of independent thought. Topics could include assignment design that encourages ethical technology use, methods that teach students the importance of analytical thinking in the classroom and beyond, and promoting practices that cultivate critical engagement with AI. The discussion will also address the implications of Artificial Intelligence on academic integrity..
Jill Erwin (Trine University)
Session2-G: Students Just Wanna Have Multiple Means of Expressing Their Knowledge: Cultivating Student Curiosity and Engagement Through Student-Centered Assessment
Abstract:
How do you get students to read course materials? How do we know that students are engaging with and learning from course materials? Many resort to regular reading responses - where students are expected to read materials and regularly write a small summary or take a comprehension quiz - to encourage students to stay on top of reading and to assess if students understood what they read. For many students, these assessments inspire them to do coursework out of sense of obligation rather than curiosity, growth, and perhaps even enjoyment, not to mention the mountain of grading that these frequent assignments create. In this roundtable, we will discuss what has inspired us to developed student-centered assignments that encourage student’s curiosity and increase their engagement with and enjoyment of the learning process. We will discuss various assignments that we have developed that engage students and encourage them to develop a sense of ownership, autonomy, and understanding of their learning process. We will provide concrete examples of how we have used role playing games and integrated opportunities for both student choice and creative expression of what students are learning in class, we look forward to brainstorming how attendees can adapt and implement these assignments/assessments across different disciplines.
Stevie Scheurich (Purdue Fort Wayne)
Deborah Bauer (Purdue Fort Wayne)
Damian Fleming (Purdue Fort Wayne)
- 1:30 – 2:15pm: Session 3-A to Session 3-E
Session3-A: Successful Strategies for Mentoring New Teaching Faculty
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This presentation will explore a mentoring program designed to support teaching faculty in their first year of employment. The program paired new faculty with experienced faculty mentors from outside their own department. In addition to monthly pair meetings, the entire cohort gathered each month to learn about the mission, history, and culture of the institution as well as best teaching practices. Cohort meetings were structured around reflective and community-building protocols, which invite deeper interaction around varied perspectives. The program was evaluated through surveys and reflections from five cohorts and interviews with past participants. Data analysis revealed that a clear structure of monthly activities and expectations, the cohort model, and careful mentor/mentee pairing were critical to the program’s success. The study also highlighted the potential benefits of extending mentoring beyond the initial year. The mentoring program components and community-building and reflective protocols will be shared with session participants.
Jody Saylor (Goshen College)
Session3-B: Book Bundles: Bringing Children’s Books to Life in an Early Childhood Education Course
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Our paper offers relevant information pertaining to our campus library and instructor partnership for digital and print access to literature collections and the project’s goal to foster student understanding of early childhood guidance course theory and content through children’s books. Educators, course design specialists, and librarians can learn from our description of creating and implementing digital access to the campus library’s collection of children’s literature, available in both digital and print books for students in an asynchronous course. The Book Bundles project includes an IRB-approved research component in which each project objective is evaluated through qualitative and quantitative methods, including student artifacts, analysis of student discussion threads, Helmke library guide use, and circulation statistics. We will summarize our project and provide a research overview about our ongoing endeavor. It is our hope that by sharing this work, conference participants will 1) glean inspiration from this library-instructor partnership integrating technology to empower course design and student learning 2) collaborate in small groups with reading and evaluating children’s books in terms of the criteria we used to create Book Bundles, and 3) report on one way in which they envision potential application of a library partnership to enhance their students’ learning.
Elizabeth Christian (Purdue Fort Wayne)
Emily Tock (Purdue Fort Wayne)
Session3-C: Cultivating Cultural Competence in the Classroom
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This workshop aims to empower educators to foster inclusive and culturally responsive classrooms. Participants will explore the concept of cultural competence and its significance in creating equitable learning environments. Through a brief lecture, audience discussion(s), and a cultural circle activity, participants will develop a deeper understanding of their own cultural backgrounds and the diverse cultures of other. The workshop aims to provide practical strategies for incorporating cultural awareness into daily instruction, classroom management, and student-centered approaches. By the end of the session, participants should be equipped with knowledge and skills to create classrooms where all students feel valued, respected, and empowered to reach their full potential.
Dawn R. Moore (Trine University)
Session3-D: Legal and Student Engagement Considerations for AI and Teaching
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This session will help faculty think about and discuss AI’s currently understood effects in their work in the following ways: copyright law; plagiarism accusations; teaching or learning outcomes; and, FERPA and student privacy. For example, do you own the outputs from AI tools you use? Should you use AI detection technology? Is there a reason to use AI in your teaching or assessments? Can teaching with AI violate a student’s FERPA of privacy rights? Faculty encounter AI-related questions like these, and in this session, we’ll explore these challenges together. The presenters will share insights on copyright considerations for AI-generated materials, the implications of AI on plagiarism policies, and FERPA’s reach in an AI-enhanced classroom. With guidance by the presenters, participants will collaboratively identify strategies to address these topics, while gaining confidence in their responsible and legally-informed approaches to teaching in the AI era.
Kent Kauffman (Purdue Fort Wayne)
Rachel Ramsey (Purdue Fort Wayne)
Session3-E: Utilizing High-Impact Teaching Practices to Promote Student Success and Motivation
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In this presentation, I will introduce and discuss high-impact teaching practices. I will do so by describing the experiences of students and faculty of two different sections of first-year composition (FYC). I will explore the motivations behind how the teachers consciously (or unconsciously) implemented high-impact teaching practices in order to promote their students’ learning. I will then describe the experiences of the students that completed the class, exploring what techniques they identified and appreciated as being particularly helpful. While the original research project focused on FYC classes, the high-impact teaching practices I will discuss can extend beyond this specific course context.
Since this project was the result of a semester-long observation conducted at a regional campus of a midsize university, it is particularly applicable for other similarly situated institutions. Additionally, as both instructors were adjuncts, their teaching strategies and styles can show how instructors with limited time and other commitments are still able to provide high-quality teaching that their students identify and appreciate. After I introduce the high-impact practices, participants will brainstorm and discuss ways in which they can implement similar teaching strategies in their own disciplines.
A.J. Rivera (Indiana University)
Previous Conferences
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2024 Conference
2024 Fort Wayne Teaching and Learning Conference
The 27th Annual Fort Wayne Teaching and Learning Conference was held in person at Purdue Fort Wayne on Friday, February 16, 2024.
Dr. Jose Bowen, Keynote Speaker
Keynote Session: 8:35-9:45am
Keynote Title: Teaching and Thinking with A.I.
Download HandoutThe excitement (and panic) surrounding A.I. is shattering expectations around assignments, assessment, class preparation and attendance, while challenging us to build more future-proof and inclusive classrooms. AI is changing working and thinking: as jobs and the way humans do thinking tasks change, how will our curriculum respond? AI is also changing how we think about average. If AI can produce consistent "C" work than we need to update our policies around grading. AI is even changing creativity. Together, we will examine the skills and content that will matter most in this new age, what policies and practices improve motivation and decrease cheating, and why articulation of ‘quality’ is essential. Focusing on the tangible, attendees will also learn techniques to transform assignments and assessments to motivate and engage students by placing greater emphasis on the process and experience of learning.
Biography
José Antonio Bowen has been leading innovation and change for over 40 years at Stanford, Georgetown and the University of Southampton (UK), then as a dean at Miami University and SMU and as President of Goucher College (voted a Top 10 Most Innovative College under his leadership). Bowen has appeared on five continents as a musician and has performed with Stan Getz, Dizzy Gillespie, Bobby McFerrin, Dave Brubeck, Liberace, and many others. His compositions include a symphony (nominated for the Pulitzer Prize in Music in 1985), and music for Jerry Garcia. Bowen holds four degrees from Stanford University (in Chemistry, Music, and Humanities) has written over 100 scholarly articles, is editor of the Cambridge Companion to Conducting (2003), and an editor of the 6-CD set, Jazz: The Smithsonian Anthology (2011). He received a National Endowment for the Humanities Fellowship and has three TED talks. In 2010, Stanford honored him as a Distinguished Alumni Scholar.
Bowen has been featured in The New York Times, Forbes, The Wall Street Journal, The Chronicle of Higher Education, PBS News Hour, and on NPR. His book Teaching Naked: How Moving Technology out of your College Classroom will Improve Student Learning (2012) won the Ness Award for Best Book on Higher Education from the American Association of Colleges and Universities). It was followed by Teaching Naked Techniques: A Practical Guide to Designing Better Classes with G. Edward Watson (2017) and Teaching Change: How to Develop Independent Thinkers using Relationships, Resilience and Reflection (Johns Hopkins University Press, 2021). He was given a Stanford Centennial Award for Undergraduate Teaching in 1990 and he has presented keynotes and workshops at more than 300 campuses and conferences 46 states and 17 countries around the world. His new book with G. Edward Watson, Teaching with AI: A Practical Guide to a New Era of Human Learning will be published in March, 2024 (Johns Hopkins University Press).
After twenty years of innovation educational leadership, he was awarded the Ernest L. Boyer Award (for significant contributions to American higher education) from the New American Colleges and Universities in 2018 and is now a senior fellow for the American Association of Colleges and Universities. He lives in Dallas and also does innovation and inclusion consulting for a wide variety of Fortune 500 companies.
Dr. Rebekah Benjamin, Plenary Speaker
Plenary Session: 12:30-1:15pm
Plenary Title: Meet Your New TA: Embracing ChatGPT in Our Work
Download PowerpointDr. Becky Benjamin is an Associate Professor of Psychology at Huntington University and the Director of the Center for Teaching and Learning. She holds an undergraduate degree in English from Indiana Wesleyan University and both an MA and PhD in Educational Psychology from The University of Georgia. In a former life, Becky was a high school English teacher. Dr. Benjamin's current research interests center on the Scholarship of Teaching and Learning (SoTL), with a focus on student engagement and academic technology. She enjoys teaching courses in child development, research methods, introductory Psychology, and other topics that come along. An avid reader and audiobook enthusiast, she integrates her love for literature into her work, facilitating reading groups at Huntington and regularly recommending books to students and colleagues. Residing in Huntington with her husband and three daughters, Dr. Benjamin is grateful for the time she gets to spend with her family, where her kids still think she’s pretty cool but a little weird.
Session Titles and Abstracts
- 10:00-10:45am: Session 1-A to Session 1-G
Session 1-A: Becoming Expert Learners: Teaching Students How Learning Works
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All faculty want their students to learn. As a professional developer, I work with faculty who often lament that their students aren't learning as much or as deeply as the faculty would hope. Unfortunately, every one of us has been inundated with myths and misinformation that result in ineffective learning strategies. Through advancements in neuroscience and research in cognitive psychology, these myths are being debunked, the misinformation is being corrected, and more effective learning strategies are being uncovered. By including some of these effective learning strategies in your course design, and providing scaffolded practice for your students, the learners in your course can move from being novices in your field toward becoming expert learners with the tools to more fully engage your content. In this session we will explore, model, and learn together using five research-based learning strategies that you can employ in your classroom. Each participant will leave with concrete applications and activities to start a course refresh that will lead to deeper, more lasting learning.
Michelle Blank (Goshen College)
Session 1-B: “It Became Real”: How a Community-Engaged Project Made Research Personal
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This presentation will bring together two perspectives—one of teaching and the other of learning—on a community-engaged research project embedded into a first-year composition (FYC) course. The first perspective, teaching, will be presented by the professor who designed the Indiana Tech Veterans Oral History Project, the focus of which is to bring together students and military veterans in a mutually beneficial experience. The second perspective, learning, will be presented by a student who participated in the project, an experience that impacted her development as a researcher, writer, and student in deeply personal ways. The purpose of this session, then, is to evolve and complicate our understanding of community-engaged projects based on how students experience them. Participants will have the opportunity to brainstorm and/or reflect on community-engaged projects of their own, including assessing the needs of community partners, identifying resources and support on their home campus, and reflecting on learning outcomes.
Dr. Carrie Rodesiler (Indiana Tech)
Alex Nichols (Indiana Tech)
Session 1-C: Promoting Technology Acceptance of AI Innovations through Professional Development and Policy Alignment
Abstract:
This interactive session shares the application of the Technology Acceptance Model (TAM) to innovative AI technologies, such as ChatGPT, in higher education. Examples of research-based professional development modules and policies are provided. Participants partake in active discussions on the transferability of policy concepts and professional development strategies to their institutional contexts.
Dr. Abigail Dutcher (University of Saint Francis)
Session 1-D: It’s Okay to Say No: The Benefits of Limiting Commitments and Wording Your ‘No’ Effectively
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Overcommitted and tired? Can’t seem to say the word ‘no’, even when you should? No time for others or yourself? If so, please join me in learning the joys of saying ‘No’. This presentation will focus on the physical, mental and opportunistic costs of saying ‘yes’, and how it can affect you, your colleagues, and your students. Specific topics to be covered include: the negatives impacts of ‘yes’ and FOMO, recognizing when to say no (context and situational), using the RRUPP method for establishing your ‘no’ (and setting your boundaries for future interactions). We will also address powerless language and how to avoid it, and wording constructive and affirming ‘no’ messages for a variety of academic /work situations.
Angel Moschel (Ivy Tech Community College)
Session 1-E: Using Art and Project-Based Approaches to ‘Draw’ Theoretical Ideals in the College Classroom
Abstract:
Participants will learn ways to connect art and project-based approaches to an understanding of theoretical concepts in college teaching. This session will focus on teaching theory through using art and hands-on methods to engage students in content related to educational theory. The presentation will provide artifacts from my college teaching. These examples included photos of art and written responses from student work which highlight the connection between art and theory that students have made related to their coursework. After a discussion on the usefulness of this approach in the classroom, participants will engage in hands-on learning by creating their own drawing connected to education theory. In groups, participants will use the Phenomenological Variant of Ecological Systems Theory (PVEST) model on risk and resiliency, and draw a picture of a resilient child based on the theoretical model. In conclusion, I will ask faculty for feedback and reflection on this activity.
Dr. Julia Smith (Purdue Fort Wayne)
Session 1-F: Interactive Narratives in Education: A Round-Table on Story-Based Learning (Roundtable)
Abstract:
In this roundtable, students will be briefly introduced to a new pedagogy grounded in Story-Based Pedagogy (SBP). Then, we concentrate on the real-world application of Story-Based Pedagogy within participants' existing courses. This interactive forum is dedicated to sharing insights and collaboratively exploring the feasibility of integrating SBP into various educational contexts. Participants are encouraged to share detailed information about a specific course they teach, to serve as a case study for integration. We will facilitate discussions around how SBP can enhance their curriculum, focusing on the creation of engaging narrative elements that support course objectives and learning outcomes. The session will provide a space for educators to analyze the structure and content of their chosen course, identify potential narrative pathways, and brainstorm on the transformative impact these could have on student engagement and learning. By sharing experiences and strategies, participants will explore opportunities for SBP application, anticipate possible challenges, and formulate solutions to bridge existing gaps. Our goal is to ensure that by the end of our dialogue, each participant can reflect in which ways their course is tailored to incorporate new pedagogies. This roundtable is ideal for educators seeking innovative approaches to inspire their students.
Dr. Claudio Freitas (Purdue Fort Wayne)
Session 1-G: What Does It Mean to Be Data Literate: A Discussion on Data Literacy as a Core Post-Secondary Education Requirement (Roundtable)
Abstract:
Organizations are collecting enormous amounts of data. It is estimated that 328.77 million terabytes (1012 bytes) are being collected each day (Duarte, 2023). Organizations need to leverage their data to make data-driven decisions. This implies that employees need data skills to understand the expectations of their employers and how to use the vast amount of information that is being generated (Gartner Research Group, 2023). The skills gap in data literacy education is a core cause. Institutions of higher learning are working hard to close the skills gap, yet there is much work to do to prepare students for the data-driven workforce. The U.S. Senate wrote to the National Science Foundation (NSF) stating our basic skills of reading, writing, and arithmetic are essential. Data literacy is just as vital for our citizens. Employers are urgently looking for employees with data skills (Blumenthal, et al., 2021). This round table discussion is a step towards building an educational community to prepare students for data literate employment expectations.
Patricia Tanner (Indiana Tech)
Eve-Lynn Clarke (Indiana Tech)
- 11:00-11:45am: Session 2-A to Session 2-G
Session 2-A: It Is More Than Just Autism Spectrum Disorder: Recognizing the Multiple Mental Health Challenges College Students with Invisible Disabilities Face and Developing Effective Strategies for Teaching and Assessing Them
Abstract:
While many in higher education recognize that the number of students with certain invisible disabilities like Autism Spectrum and Learning Disorders are attending college, research findings over the past two decades suggest that the number of students with other psychological problems are also coming to college but often are not retained or do not persist in their academic endeavors and consequently are less likely to complete their college education (Belch, 2011; Maxwell, 2014; Snyder & Dillow, 2010 in O’Shea and Kaplan, 2018). This is occurring despite accommodations that are developed by university-based disability service offices. But the accommodations do not necessarily change the way the college instructor teaches or assesses their students especially those who have invisible disabilities. Providing extended time on exams and a quiet space for the student to take an exam away from their peers may not be sufficient interventions to help students with invisible disabilities thrive and succeed in post-secondary educational environments like ours. Consequently, this proposal seeks to provide an interdisciplinary team of college professors an opportunity to explore and master the literature on effective strategies for teaching and assessing students with invisible disabilities to help transform our classrooms into learning environments that maximize the success of all students including those who have psychological challenges that otherwise interfere with their ability to thrive in a post-secondary classroom. So, in addition to our goal of helping to retain and increase the persistence of students with invisible disabilities, we also want to improve the quality of the academic education provided to these and all other students which then allows us to also increase the rigor of the assessments we use to determine students’ mastery of the course material. Additionally, the research on the topic of teaching and assessing students with invisible disabilities suggest that academic faculty need to be more proactive in engaging these students so that the student’s success is not only dependent on the accommodations they receive from the office of disability services but also that the instructor is providing a transformed classroom environment that fosters the success of these students while also maintaining the interest and success of all other students in the classroom.
Dr. Justin Boyce (Indiana Tech)
Jerome Heaven (Indiana Tech)
Lisa Brown (Indiana Tech)
Jack Philpot (Indiana Tech)
Beth Robinson (Indiana Tech)
Session 2-B: Increasing Retention of First-Year Science Majors – With a Focus on First-Generation and Underrepresented Minority Students
Download PowerpointAbstract:
Like many non-selective small colleges and universities, the University of Saint Francis has seen a decline in science major enrollment and greater attrition rates in the past three years. USF’s Foundations of Biology course has declined from a mean of 66 students to a mean of 47 students. Attrition during the fall semester of BIOL 130 has averaged approximately one-third of the beginning class size. The USF incoming class of Fall 2022 was 31% FG students and 34% URM students, which are sizable student populations for the university and high risk for attrition. In an instructor role, I do not have a great influence on the initial enrollment of incoming first-year students, but I do have an impactful role in the retention of first-year students through their first semester of college. In this session, I will share the results of a recent study I conducted aimed at identifying factors contributing to the retention or withdrawal of first-year science majors at USF. I will also share evidence-based changes that I have made to the Foundations of Biology course at USF to increase retention. Participants will have an opportunity to share strategies for the retention of first-year students with a focus on FG and URM populations.
Nicole Nelson (University of Saint Francis)
Session 2-C: Genes in the Game: Tailoring Education for Personalized Learning
Abstract:
Constructivist Theory states that one’s learning builds on previous knowledge, ideas, and experiences, making it a highly personal process (Mascolo & Fischer, 2005). This presentation delves into one graduate Pharmacogenomics program’s efforts in integrating active learning in their curriculum by increasing a student’s investment in learning by providing them with individualized DNA genotyping reports to be used in classes. Pharmacogenomics is the study of how one’s genes affect their response to medications. Integrating genotyping reports allows for students to take ownership of their learning in context of their DNA results. This session will present the types of constructivism and examples on how these results are integrated with case studies, group discussions, and hands-on experiences to transform the learning process. The session attendees will explore and discuss ways to incorporate active learning strategies to enhance student learning such as reciprocal teaching, problem-based learning, think-pair-share, and jigsaw discussions.
Ann Savariar (Manchester University)
Session 2-D: Reflection and Elaboration: Evidence-Based Strategies for Effective Learning
Download PowerpointAbstract:
Join us for an interactive session exploring the power of reflection and elaboration in teaching and learning. In this session, we will examine the significance of reflection and elaboration in traditional seated classrooms and online courses. We will also discuss practical strategies for incorporating reflection and elaboration into classroom activities, homework assignments, and testing, creating a dynamic learning environment that fosters more profound understanding, critical thinking, and improved student outcomes. Whether you're an experienced educator or relatively new, this session offers valuable insights and actionable ideas to enhance your teaching practice. Come prepared to engage in discussions, share experiences, and leave with techniques to elevate your teaching.
Dr. Jeremy Rentz (Trine University)
Session 2-E: A Journey we Take Together: Implementing Interpersonal Communication in Classrooms Across Disciplines
Download PowerpointAbstract:
Developing skills in interpersonal communication is important across many fields of discipline but is not a required course for most majors. It is often true that when students understand who they are and how they function in the world, they are able not only to communicate more effectively, but to listen and process information more productively. For this reason, courses outside of the field of communication benefit from implementing mini lessons that allow them to connect more effectively with peers, professors, and professionals within the field. This interactive session is geared toward guiding instructors within a variety of disciplines toward implementing lessons that will help them connect students not only to each other, but also to relevant course content. Learning is a journey, and embarking on the journey with students is often an effective way of increasing engagement and buy-in, so this session will include a focus on ways in which instructors can also improve their own interpersonal communication skills. Attendees can expect to participate in a lesson-generating activity and will leave with 2-3 tactics for fostering intercultural communication in the classroom.
Dr. Brandy Depriest (Trine University)
Session 2-F: Incorporating community-based experiential learning into course curriculum. (Roundtable)
Abstract:
Pedagogy research indicates that students in classes with active learning are 1.5 times less likely to fail than students in classes with traditional lecturing (Freeman et al., 2014). Additionally, experiential learning activities have been found to increase student test scores, attendance, and engagement. For students, these learning opportunities provide valuable hands-on application that students cannot gain from traditional classroom activities. However, many college instructors have not incorporated community based experiential learning into their course curriculum. Northeast Indiana has numerous organizations that could be partnered with by colleges and universities to provide students with hands on learning opportunities. Further, these community-based experiences expose students to potential employers after graduation. This round table discussion will allow participants to discuss examples of experiential learning they’ve implemented, ideas on how to integrate the learning experiences into assessment pieces, and to brainstorm partnership ideas within the Fort Wayne and surrounding area.
Reference: Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okorafor, N., Jordt, H., and Wenderoth, M.P., (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences (PNAS), 111 (23), 8410-8415.
Dr. Carly Bennett (Indiana University Fort Wayne)
Session 2-G: Is it Purely Academic? The Problem and Point of Teaching Academic Style (Roundtable)
Abstract:
It’s in the textbooks we assign, the scholarly articles we want students to read, and the essays we expect them to write. Genre theory tells us it’s part of our academic identity. But in the fields of study, we want them to understand and write about, many students get lost in the weeds of genre features that for them amount to boring and frustrating dos and don’ts. They plod through textbooks that don’t engage them, struggle with articles not written for them, and stumble through rules of writing they don’t see in the “real world.” As a WPA I regularly see in textbooks, syllabi, assignments, and online guidance a fixation on stylistic features I think we should question. Why is strict adherence to a particular citation format so important? Why should we not use contractions? Why assign an essay format that ChatGPT could write? Even if some of us practice and allow a more relaxed style, the 12-point Times-New-Roman mentality persists. I want to spur vigorous discussion of what’s important about academic style, what would happen if we broke rules, and what we really want students to learn about writing in academia.
Deb Huffman (Purdue Fort Wayne)
- 1:30-2:15pm: Session 3-A to Session 3-G
Session 3-A: Do Interactive Learning Strategies Engage Students? An Escape Room Challenge
Download PowerpointAbstract:
Active learning approaches enhance satisfaction and foster effective learning. Students develop deeper learning in a non-threatening environment, promoting participation and information retention (McEnroe-Pettite Farris, 2019). This presentation provides educators with a better understanding of manageable strategies to attain learning objectives in engaging ways. Educators will learn to incorporate interactive activities that promote collaboration while developing critical thinking skills. Students can build on knowledge and develop skills in communication, collaboration, and critical thinking.
Nursing students participated in an Escape Room activity to review concepts taught throughout the semester. Instructors provided a pre-activity brief to explain the rules. Students watched a video describing the scenario of a deadly viral outbreak for which the students must find the “cure”. Students completed various activities to unlock lockboxes and collect puzzle pieces, after which, the final location of the “cure” was provided. Instructors held a debriefing to discuss the activity and reinforce learning. Students felt engaged and enjoyed the competition aspect.
Current studies on using active learning activities suggest that more active learning activities should be integrated into the curriculum. Escape rooms require teamwork, communication, and critical thinking. The use of an escape room has been shown to contribute to students’ learning, collaboration, and ability to delegate tasks (Adams et al, 2018
Dr. Tara Grier (Indiana University Fort Wayne)
Dr. Kristin Bassett (Indiana University Fort Wayne)
Session 3-B: Navigating Global Issues: An Interactive Approach to Assessing General Education Outcomes
Download PowerpointAbstract:
General Education is pivotal in equipping students with a diverse skill set and a global perspective in the rapidly evolving educational landscape. This presentation introduces an innovative approach to assessing General Education outcomes through an interactive, online Global Issues Seminar Class. Our model integrates interdisciplinary learning with critical global challenges, fostering an environment where students actively engage with complex, real-world issues.
We will explore how this synchronous but collaborative course is a dynamic platform for assessing key General Education outcomes, including communication, analysis, and leadership. The presentation will highlight interactive methodologies such as educational technology, online engagement, and group work to encourage students to apply interdisciplinary knowledge and collaborative problem-solving skills.
Through a blend of theoretical insights and practical examples, attendees will understand how to implement and assess such a seminar in their curricula. The session promises to be an interactive experience, inviting participants to engage in mini-workshops and discussions, mirroring the seminar's collaborative approach.
This presentation is particularly relevant for educators and administrators seeking innovative strategies to enhance General Education assessment and to cultivate globally aware and socially responsible students. By the end of the session, participants will be equipped with practical tools and insights to adapt and implement this model in their educational settings, ultimately enriching the General Education experience for their students.
Courtney Shull (Indiana Tech)
Session 3-C: Online Course Translation 101
Download Powerpoint Watch Recorded SessionAbstract:
This session will begin with an overview of what is involved in and best practices for translating a face-to-face course to one offered online. Workshop participants will be asked to bring a device and have a course they would like to convert. Participants will be provided with course translation worksheets to use during the workshop. After a discussion on chunking, participants will be asked to segment their course by week, topic, or exam chunks of content and ensure that course outcomes are appropriately covered in the online modality. With a course timeline developed, we will look at ways to deliver this content, including short, accessible videos and links to textbooks and articles to prevent copyright violations. Participants will then add specific content information to their course outline. In the online environment, students need to have required engagement with the content so that they have the opportunity to practice and learn prior to an assessment. We will look at a variety of ways students can engage with the content, including discussion boards, multiple-attempt quizzes, cases, recitation recordings, and the like. Participants will complete a think-pair-share to develop some activities that they would like to include in their courses.
Sara Trovinger (Manchester University)
Melissa Bray (Manchester University)
Session 3-D: Assessment of Course Vulnerability to ChatGPT Based Cheating
Download PowerpointAbstract:
In November 2022, the artificial intelligence called Chat Generative Pre-trained Transformer (ChatGPT) was made available to the public. Its release has raised concerns from educators due to its prowess at answering multiple choice questions, solving problems, and writing human-like text and essays. Since it is available for free through a web interface, it is an effective tool for students to use for cheating on their coursework. However, there is substantial variation in how susceptible assignments and courses are to this form of cheating. This presentation first introduces an index developed in a recent paper (Adilov et al. 2023) to measure the vulnerability of a course to ChatGPT based cheating. Next, the vulnerability index is calculated for several courses within the Doermer School of Business at Purdue University Fort Wayne to demonstrate variation across courses and modalities. Finally, participants are encouraged to bring their own syllabi, and will be guided through a calculation of the index to assess the vulnerability of their own courses.
Reference:
Adilov, Nodir, et al. "ChatGPT and the course vulnerability index." Journal of Education for Business (2023): 1-8.
Dr. Jeffrey Cline (Purdue Fort Wayne)
Session 3-E: Collaborative Experiential Learning: Understanding and Application
Download PowerpointAbstract:
Evidence, both tangible and theoretical, points to the success of learning through experiences. In this session we will discuss the principles of collaborative experiential learning and - more importantly - provide room to explore application. Tailored for college educators, administrators, and staff, this interactive session unveils the dynamic potential of collaborative learning experiences to enhance critical thinking, problem-solving, and interpersonal skills among students. Through discussions, case studies, and hands-on activities, participants will gain practical insights into integrating project-based assignments, team-based assessments, and immersive learning environments. Real-world examples will illustrate successful implementations across diverse disciplines. Goshen College has already effectively realized the Merry Lea Environmental Learning Center, a variety of international Study-Service Terms, and is now working toward the foundation of a Living-Learning Community in a continued series of Collaborative Experiential Learning endeavors-providing a variety of examples upon which to build. Addressing challenges head-on, this session offers effective solutions and best practices to seamlessly incorporate collaborative experiential learning into existing curricula both inside and outside of the traditional classroom.
Jordan Blank (Goshen College)
Michelle Blank (Goshen College)
Session 3-F: Humans in their Environment: Building Experiences for Connection and Hope-filled Learning (Roundtable)
Abstract:
Our world is becoming increasingly indoor and isolated. However, spending time outdoors and in natural settings is beneficial for human mental and physical health. How can we bring experiences in our nearby ecosystems to students? Through the design of a sustainability semester, undergraduate students from any discipline can become immersed in the natural world through key scaffolded experiences that are drawn upon throughout the semester. For example, an 8-day canoe trip from the headwaters to Lake Michigan builds student connections and grit and enhances their learning about freshwater resources. Additionally, raising two breeds of day old chicks side by side to slaughter and crafting a farm to table appreciation meal, highlights the realities of being part of a food system and gives a tangible opportunity for gratitude. Tending these human-natural work relationships can strengthen students' future work and reduce the climate anxiety and hopelessness many feel about the world today.
Ruth Mischler (Goshen College)
Dr. Luke Kreider (Goshen College)
Dr. John Mischler (Goshen College)
Dr. Jonathon Schramm (Goshen College)
Session 3-G: AI Assignment and Assessments (Roundtable)
Abstract:
All assignments are now AI Assignments. In the same way that the ease of finding information on the internet forced faculty to rethink what homework students did and how we wanted them to do it, we will all need an AI strategy for assignments and assessment.
We will consider both potential strategies: making your assignments AI-Resistant or AI-Inclusive. Since most work will soon be AI-assisted work, we can help prepare students for the jobs of the future with assignments that require or suggest that students use AI to assist in completing them. Through a wide diversity of examples, we will also we how we can reducing cheating and raise standards.
--Bring a device and some assignments or assessment you want to revise.
Dr. Jose Bowen
- 10:00-10:45am: Session 1-A to Session 1-G
- 2023 Conference
The 26th Annual Fort Wayne Teaching and Learning Conference was held in person at Purdue Fort Wayne on Friday, February 17, 2023.
Registration Deadline: February 10th
Dr. Bob Gillette, Keynote & Plenary Speaker
Keynote Session: 8:35-9:45am
Keynote Title: The One Who Does the Work Does the Learning: How to Get Your Students to Come to Class Prepared
Plenary Session: 12:30-1:15pm
Plenary Title: Class Preparation Assignments in Larger Context of Learner-Centered Teaching
Speaker's handouts & presentation
Fort Wayne Self Assessment and Do's and Don'ts [PDF]
Dr. J. Robert (Bob) Gillette is an economics professor at the University of Kentucky. He teaches both large classes of over 400 students and small classes of 10 to 75 students, and both undergraduate classes and Master’s level classes. He has given over fifty presentations and workshops at universities, and regional and national conferences on topics ranging from presenting intellectually exciting lectures; to designing a learner-centered course using cooperative group projects, writing-across-the-curriculum principles, and advising and mentoring the student project groups; to how to get your students to come to class prepared, ready to learn. He has been honored with over twenty-five college and university teaching awards.
He received his B.A. in Economics from the University of Richmond and his Ph.D. in Economics from Texas A&M University. He has served on the advisory boards for economics textbooks for Addison-Wesley, John Wiley & Sons, McGraw-Hill Irwin, and Pearson Education, and has served as a reviewer, accuracy checker, and author of end-of-the-chapter questions and solutions on numerous textbooks. He has authored or co-authored economic studies for various public agencies, including the Internal Revenue Service and the State of California, and for numerous private organizations and has given keynote addresses at national industry association meetings on leadership and on the economy.
Session Titles and Abstracts
- 10:00-10:45am: Session 1-A to Session 1-G
Session 1-A: Helping find the Why
PresentationAbstract:
We all find ourselves more willing to commit to a task if we believe in why we are doing it. This is applicable in all realms of our lives. This presentation will reflect on why we have assignments, projects, exams, etc. and how we are better able to engage our students in the work. There will be examples of how we have focused on engaging the students’ brains to help them internalize the why and get buy in for tasks that often seem tedious.
In health sciences we find that we must have documentation of repetitive practice and then evaluation of skills. This may be tempting for students to “pencil-whip” instead of holding one another accountable. So, it has become necessary to further emphasize the why. With students committed to the same goals as the instructors, it has become easier to manage the documentation. This doesn’t prevent poor student engagement, however, it does elevate most.
Jennifer Cole (Ivy Tech Community College)
Session 1-B: On the Spectrum: A Guide to Helping Autistic Students in the Classroom
PresentationAbstract:
Approximately 2.2 percent of the U.S. population has autism, the fastest growing development disability in the country (CDC, 2020), and 34.7 percent of students with autism attend college (Florida State University, 2021). It is obvious that higher education is no different than the national averages as more college students identify as autistic. However, it can be challenging to manage the needs of these students in the classroom. Florida State University (2021) reported that 39 percent of students with autism do not graduate college, a consideration that is attributed to the university’s and faculty’s lack of understanding for autism. To better serve students on the spectrum, this session will identify the differences of autistic students as well as explore strategies to help them in the classroom.
Dr. Alicia Wireman, Angela Williams (Indiana Tech)
Session 1-C: Yes, your students are cheating.
Presentation HandoutAbstract:
Not all of them, but students are cheating, to some degree, in each of your classes. While we feel like this cheating is worse now than ever, it isn’t. Students are cheating today for all the reasons students and humans have cheated for millennia. What has changed recently is the technology that can be used to cheat, as well as, easy access to individualized resources. As instructors we can quickly become oblivious to novel technological advances used to cheat. Fortunately, there are many course design strategies and class management philosophies that can be used together to mitigate cheating, both the cheating we know about and the cheating we cannot fathom yet. Beautifully, these strategies also support learning by increasing student engagement, purpose, and support. Please join us to discuss what cheating looks like in 2023, to learn why students are likely to cheat, and to explore a few ways to ease the most detrimental cheating in your classes.
Dr. Jeremy Rentz (Trine University)
Megan Tolin (Trine University)
Session 1-D: Loaded Language & Other Manipulative Methods: Teaching Critical Reading Skills for the Misinformation Age
PresentationAbstract:
Students have access to much material online these days, but how is the untrained reader to discern what is fact and what is fiction? Based on an activity Roberts and Steiner have previously used and now revised for the second iteration of their team-taught Human Rights course (IDIS 10605 - offered at PFW Spring 2023), this presentation teaches critical reading techniques applicable to many online sources that might fool the unprepared. While the topic of the presentation remains human rights violations in online media, the activity might be applicable to critical reading exercises across many courses. First, the presenters will teach tips for distinguishing between propaganda and information, and then participants will apply these tips to various media reports about the Russia-Ukraine conflict. Just as a YouTube algorithm feeds viewers their own preferences and shapes what groups of similar viewers come to think, the language of news reports in one’s own language can create an informational bubble. Secondly, therefore, participants will read lines on the same issues from articles in other languages (original and English translations provided) to see how differently each language communicates the issues and to gain a broader perspective on the variety of renderings of the conflict.
Dr. Lee Roberts, Dr. Sherrie Steiner (Purdue Fort Wayne)
Session 1-E: Conversations between Students and Faculty: Making Room at the Table for Everyone
PresentationAbstract:
This session will present a panel of current university students and high school teachers to share their reflections, insights, and strategies for preparing high school students for successful transitions into college. Panelists and session participants be given the opportunity to reflect and craft their experience from wire. Our three-dimensional representation will lead us into a discussion about the student experience, participant expectations, and unconscious beliefs that underline what we do in the classroom. The goal of this presentation is to facilitate a deeper understanding of student needs through reflective analysis, clarify supports that have worked to prepare students for college, and bring to light strategies that empower students. Specific topics to be explored include compassion-based teaching, empathic teaching, and reimagining how we support students in our new normal. The session will include prompts and questions from a moderator. A chance for attendees to pose questions to the panelists will follow.
Dr. Elizabeth Christian (Purdue Fort Wayne)
Erin Brady (Bishop Dwenger School)
Greg Bierbaum (Leo High School)
André Centlivre (Purdue Fort Wayne, Sophomore)
Sydney Coyne (Purdue Fort Wayne, Junior)
Brock Fuller (Purdue Fort Wayne, Freshman)
Additional organizers of the presentation include: Purdue Fort Wayne Alliance Outreach Team: John LaMaster, Karol Dehr, Kevin Stoller, Yvonne Zubovic, Stephanie Van Dellen, Michelle Shawver, Xiaokai Jia.
Session 1-F: Integrating Service-Learning in Classrooms - Roundtable Discussion
Abstract:
Service-learning (SL) is a relatively new learning framework compared to other learning models. Sometimes, SL is often described as an educational approach where students engage with the community to address relevant problems. However, this simple definition can mislead the adoption of SL in classrooms. For example, the literature often emphasizes the benefits of SL, but little is known about students’ experiences. To further complicate SL, time constraints and placement quality also impact the adoption of SL in the classroom. But how can we effectively adopt SL in our classrooms? On the one hand, this question can have distinct interpretations and applications in different disciplines. On the other hand, there are some core ideas that must exist across every discipline, such as reciprocity, community empowerment and engagement, agency, and mutual learning. The purpose of this session is to invite participants to think critically about how they can implement service-learning in their classrooms. This session will create a space for educators, policymakers, students, and stakeholders to contribute with ideas, suggestions, and experiences.
Dr. Claudio Freitas (Purdue Fort Wayne)
Session 1-G: Nurturing Student Persistence: Identifying Strategies to Boost Student Motivation and Engagement - Roundtable Discussion
Abstract:
Within academia, considerable attention is given to matters concerning student retention, yet student persistence is often underappreciated or overlooked. Defined as student desire and action to complete a course of study in higher education from start to finish, persistence represents a critical facet of student success. Educators committed to ensuring students that students can realize their educational pursuits must endeavor to nurture student motivation, engagement, and sense of belonging in their courses and student interactions. In this round table discussion, the presenters seek to immerse attendees in a rigorous discourse on novel strategies to promote student persistence across a range of disciplines and degree programs. Presenters will share insights into strategies that have proven successful in their own programs and further stress the importance of inspiring students to achieve their educational and professional goals.
Dr. Courtney Lloyd, Dr. Joshua Fairbanks, Andrew Lehr (University of Saint Francis)
- 11:00-11:45am: Session 2-A to Session 2-G
Session 2-A: Everyone Has Limits: Accounting for Cognitive Load Theory in Instruction
PresentationAbstract:
We have an amazing capacity for learning. You can probably remember information or events from decades ago. However, we have limitations for processing new information in real-time. Our sensory memory is the first stop for incoming stimuli. Within a second, the sensory memory can register the stimulus and determine whether to discard it or send it on to our working memory. If the information makes it to this phase, it enters a log jam for processing and movement onto long-term memory. Our working memory is a bottleneck limiting our ability to learn. Cognitive Load Theory (CLT) recognizes this issue with working memory and provides strategies to help account for and minimize the bottleneck. The three types of cognitive load—intrinsic, germane, and extraneous – have implications for teaching and learning. Intrinsic load is the innate difficulty of the subject matter, which is fixed. Germane load involves the organization of new information into schemas and is the only type of cognitive load that we want to increase. Extraneous load is the part of working memory used as students interact with instructional materials. This session will provide concrete ways to help faculty help students mitigate the impact of CLT and improve learning.
Melissa (Rasmussen) Bray (Manchester University)
Session 2-B: The Difference a Picture Makes - Infographics for Diverse Learners
Abstract:
“My mind works like Google for images. You put in a key word; it brings up pictures.” This quote by Dr. Temple Grandin, scientist, researcher, and neurodiverse advocate highlights the need for visual representations of knowledge and data, especially for neurodiverse students. Infographics are a powerful communication tool used in healthcare and public health, for example, to clearly present complex subjects so that, regardless of literacy level, diverse audiences can easily grasp the message being communicated. For example, infographics can motivate people to make changes (e.g., how to correctly wash their hands) or can provide an easier way to see patterns and trends in complex information (e.g., how respiratory droplets spread COVID-19; a genogram of family relationships and dynamics). Focusing on how to incorporate graphics into instruction (e.g., using PowerPoint presentations or software such as Canvas), and create assignments around information graphics and visual assessments, the presenters will briefly have a panel discussion on the graphic tools and presentations styles that they use in the classroom, including online teaching platforms, to engage students in learning. Examples of student work will also be displayed for participants to observe.
Dr. Amelia Clark, Dr. Michelle Fleig-Palmer Dr. Courtney Lloyd, Danielle Peterson (University of Saint Francis)
Session 2-C: Efficacy of Collaborative Exams
Abstract:
Traditional college exams are often underutilized as a learning tool. The design of this research was based on the cognitive learning theory of reciprocal determinism. In breaking the exam paradigm, personal and environmental factors that would normally inhibit engagement, theoretically are replaced by a new reinforcing stimulus that could lead to increased understanding. This study is intended to apply these ideas through a structured approach to collaborative exams. These exams were administered in introductory statistics courses over the course of seven semesters. The scores of collaborative test-takers have been found to be consistently higher than those of a control group in the same semester. Protocols for group assignment and assembly are discussed, along with measures to ensure individual accountability.
Dr. Garret Marshall (Purdue Fort Wayne)
Session 2-D: Increasing Student Engagement for Class Discussions
PresentationAbstract:
Our presentation is going to focus on strategies professors can do in class to increase engagement and participation during class discussions. We plan to share some strategies we have found to be successful and model these strategies during the presentation. One strategy involves getting students up out of their seat and standing somewhere else in the room, depending on their opinion of a specific topic. For example, Students can agree or disagree with a statement and stand on either side of the room. Then, they work together to build an argument and share their opinion with the other side. After both sides share their thoughts, students sit back down in their seats and reflect on the other opinion and we revisit to see if it changed anyone’s mind.
Another easy strategy is think-pair-share, which is widely used in k-12. This strategy includes asking a question to the class, then students have time to think about it, share their thoughts with another student, then share their thoughts with the class. We have found this to be really beneficial when we pose a question and no one wants to respond. During the sharing with a partner portion, we often walk around, listen, and tell a few groups we are going to have them share their thoughts with the class. Then they are prepared and the class discussion flows much better.
Chelsea Superczynski, Alecia Pfefferkorn (Trine University)
Session 2-E: Group work in a post-COVID world: What are the rules?
PresentationAbstract:
The COVID-19 pandemic caused a shift in modalities of education, forcing classrooms and classroom activities to change. Across modalities, group work may look and feel different to students. Their experiences in the different modalities may result in varying levels of satisfaction and performance. Are there significant differences in the ways students perceive group performance? What, as teachers, can we do to help ensure our students have satisfying and high performing group work experiences across modalities? Our research found the modalities in which groups work were not nearly as significant as having structured rules to follow within the group. To ensure positive student experiences in group work, regardless of modality, it is important for groups to be given rules or given the opportunity to establish group rules among themselves. Post-pandemic, these new and different modalities are here to stay. This change in modalities comes with its own challenges. However, our study indicates that modality may not be as important as the rules groups choose to implement. Particular types of rules are related to higher group performance and more satisfaction with group work.
Laney Blevins, Raphael Kwaning, Ting Hsuan Lee (Vivian), Lyzbeth Safoah King, Deborah Eyram Anornu (Purdue Fort Wayne, Grad Student)
Lindsay Butcher (Purdue Fort Wayne)
Session 2-F: Supporting students’ learning: A discussion on the role of technology in improving course letter grades earned - Roundtable Discussion
Abstract:
Technology is a rapidly changing field that may be crucial for creating more effective programs that seek to support students’ learning. This round table will discuss the usefulness of incorporating technology, such as publisher-based software, into a college level course. Many traditional and nontraditional students face challenges when attempting to pass some high failure rate courses. Numerous studies have indicated that some learners do not seem to fully comprehend a portion of the course content, therefore keeping the learners from being successful. This discussion will include findings from research conducted for 12 financial accounting course sections utilizing CengageNow. Additionally, we will discuss how publisher-based software may be beneficial to implement in courses in other disciplines, since it proved to be effective in improving passing-rates for the financial accounting course. Furthermore, a discussion will ensue around one of the most popular pedagogical methodologies in which educators tailor their instructional approaches to accommodate learners with various learning styles.
Sam Koudsia (Purdue Fort Wayne)
Session 2-G: Everyone’s Involved - A discussion about engaging and retaining students - Roundtable Discussion
Abstract:
For those interested in learning new strategies for their own classroom setting, this session is designed to be a starting point for discussion about how to improve learning, engagement, and retention for students in multiple class settings. Specifically, this session will look at techniques created to boost engagement in online, new student, in-person, and hands-on classes. The presenters will share tips utilized in their own classes to improve student interest and success. Some of the suggestions will cover discussion boards, community involvement, attendance, and skill development. Following the presenters’ experiences, there will be a time for further discussion among the entire room. This question-and-answer style discussion will give those interested a chance to ask for help in improving their own classes or sharing their own best practices. Essentially, this session is a way to learn from peers and to find new approaches to classroom management.
Abigail Larrison, Kelli Kreider, Leigh Ann Routh, Dawn Hammond (Ivy Tech Community College)
- 1:30-2:15pm: Session 3-A to Session 3-F
Session 3-A: “Preparing Professors for International Students”
PresentationAbstract:
Instructors may have noticed that the number of international students on campus has been rising slowly but steadily. While many of these students speak English fluently already and may be indistinguishable from American students in the way they dress, their different cultural backgrounds may influence how they perceive the world and how they communicate, which may clash with American cultural beliefs and communication styles. For instance, their expectations of what a good teacher looks like and does, may be very different from what Americans believe “good teaching” is. Papers might also be structured differently in their countries (argument first or evidence first?). Presentation styles may be vastly different. In general, differences in verbal and non-verbal communication due to cultural and linguistic backgrounds can potentially lead to miscommunication or even communication breakdown. In my presentation, I highlight cultural differences and potential pitfalls with the hope that instructors will develop enough cultural awareness so that they can cope with future communication issues/culture shock on their own.
Dr. Suin Roberts (Purdue Fort Wayne)
Session 3-B: Improving Student Success and Completion in Online College Algebra – A Pilot Discussion
PresentationAbstract:
Online mathematics courses can be particularly challenging courses, often with low success rates and high withdrawal rates. The presenter will share details of an IvyOnline pilot used at Ivy Tech Community College for the Fall 2022 semester for all sections of online College Algebra. We took a multi-tiered approach to impact student success, which included student outreach and communication along with adding weekly live lectures. We tracked student assignment outcomes and completion rates on a weekly basis, as well as tracking withdrawals and final course outcomes.
Debbie Youse (Ivy Tech Community College)
Session 3-C: Improving Knowledge Retention and Students’ Engagement Through Daily Quizzes in Calculus Courses
Abstract:
The knowledge retention is a major outcome in successfully completing a course at any level. While there are many pre- and post-factors pertaining to knowledge gain, students’ preparation plays a major role in the teaching-learning process. Lack of students’ preparation could create a major distraction to an in-class lecture since it is a common practice to connect one topic from a former lecture to latter. If the students are not prepared or do not remember what they have learned in the previous lecture, the instructor may need to spend a considerable amount of time going over the same topic sacrificing a considerable amount of time for something unnecessary.
As a remedy we seek whether administering a quiz at the first 2-5 minutes of every lecture that only covers the materials learned in the previous lecture would make any significant difference in knowledge retention. Some of the outcomes are immediate. Students switched from spending time on cellphones to reviewing course materials before the lecture and they are more prepared to answer questions than questioning themselves. In addition, students’ performance has significantly improved compared to a course without such practices.
Dr. Udita Katugampola (Indiana Tech)
Session 3-D: Creating a Significant Circle to Discuss the Links Between Identity and Practice in the College Classroom
Abstract:
For hands-on experience and active learning, participants will be invited to create a significant circle and engage by discussing their insights related to cultural and social identity in their teaching practice. They will additionally be supported to apply ways in which the significant circle can be implemented in the college classroom across disciplines. This presentation will focus on making one’s own circle and using this approach as a tool with college students. The circle allows the learner to share their lived experience, individuality and reflect on how identity relates to current learning, future life visions and career endeavors. Participants will consider examples from student work which implemented the concepts of funds of identity by creating the circle with children in field placements in local elementary schools. Moreover, college students can create their own significant circle in the college classroom to discuss their lived experience, identity and the links to personal and professional inspiration towards their purpose. This method benefits college students considering their personal uniqueness that they bring to the college classroom and their future life and career choices. The practice is based on Vygotsky’s sociocultural theory which considers knowledge constructed through the lens of artifacts, cultural practice, social worlds and historically collected over time (Esteban-Guitart & Moll, 2014).
Dr. Julia Smith (Purdue Fort Wayne)
Session 3-E: Maximizing Engagement – Mixed Modality Connections
PresentationAbstract:
The purpose of this presentation is to review some of the challenges and successes learned from piloting a Mixed Modality Teaching course in the Fall 2022 semester. We will also review a conversational platform tool called Yellowdig that was also piloted in the Fall 2022 semester that has been transformational in connecting students in a radically different way from the traditional discussion boards.
One section of the BUS 20401 course was completely restructured to accommodate the Mixed Modality Teaching style. The classroom was completely re-designed with up-to-date technology and with a non-traditional seating floor plan. Online students joined the FTF students through Zoom, which allowed them to seamlessly participate in the in-class activities, which included a group informal report project and a presentation.
I also piloted the Yellowdig platform in my BUS 20002. It completed changed my thinking on how discussions can be more than “a once-and-done assignment” to an ongoing, connection tool to engage students. Successful student responses have prompted me to implement the Yellowdig in the BUS 20401 Mixed Modality Teaching course in Spring 2023.
Cynthia Wilson, Angela Miller (Purdue Fort Wayne)
Session 3-F: Trauma-Informed Pedagogy: What Educators Need to Know - Roundtable Discussion
Abstract:
In trauma research, the term “ubiquitous” is used when discussing the pervasiveness of trauma exposure (Hess & Bradley, 2020; Hess 2020; Blackburn, 2019; Schwab, 2010). Hess and Bradley (2020) suggest that understanding how it manifests should be crucial for educators, including an awareness that damaging experiences may affect more students than not in the average classroom.
Discussion will begin with sharing collective understanding of foundational information on the initial research in the field of the impact of trauma on individuals and the focus on the ultimate physiological changes to the human body. Additionally, the behavioral, environmental, and sociocultural aspects of traumatic experience on learners will be shared and how they typically manifest in the classroom with relevant real world examples.
Trauma-informed pedagogy has been suggested as a way to counterbalance the negative consequences of trauma in learners (Oehlberg, 2008) and Trauma-informed approaches have now come to the attention of schools and educators (Thomas, Crosby, & Vanderhaar, 2019). Participants will discuss their own current practices and identify areas of improvement to implement trauma informed strategies in the classroom to best support students that have been impacted by truama. Participants will have the opportunity to collaborate with peers to share successful best practices from their own experiences. Ultimately, participants will discuss the possibility of systemic change using a flexible framework to create a trauma sensitive environment either at a department level or an institution wide approach.
Dr. Casey Collins (Purdue Fort Wayne)
Alison Todd (Trine University)
- 10:00-10:45am: Session 1-A to Session 1-G
- 2022 Conference
The 25th Annual Fort Wayne Teaching and Learning Conference was held in person at Purdue Fort Wayne on Friday, February 18, 2022.
Dr. Terrence J. Doyle, Keynote & Plenary Speaker
Dr. B. Michael Doyle, Plenary Speaker
Keynote Session: 8:35-9:45am
Plenary Session: 12:30-1:15pm
Terry Doyle is an author, educational consultant and professor emeritus of reading at Ferris State University where he worked for 38 years. He spent from 1998 to spring of 2009 as the Senior Instructor for Faculty Development and Coordinator of the New to Ferris Faculty Transition Program for the Faculty Center for Teaching and Learning at Ferris State University.
Terry has presented over seventy-five workshops on teaching and learning topics at regional, national and international conferences and has work with faculty on one hundred and seventy different colleges and universities around the world over the past ten years. His presentations focus on ways to assist higher education faculty in becoming learner centered teachers and how faculty can apply new findings from neuroscience, biology and cognitive science in their teaching to improve students’ learning.
Session Titles and Abstracts
- 10:00-10:45am: Session 1-A to Session 1-G
Session 1-A: Sharing First-Year Perspectives: Listening to Student and Teacher Voices
PresentationAbstract:
Transitioning from a high school environment to higher education can be difficult for many students, even in the best of times. The current climate and situations we all face have increased the stress and the ability of many first-year students to navigate this new and complex world in their attempt to be academically successful. Research from the Education Data Initiative reports that 30% of college freshmen will end up dropping out before their sophomore year begins. This staggering statistic reveals the relevance of this phenomenon that we as higher education faculty must face, especially those who teach this student demographic. Listening to student voices and their concerns should be paramount to all educators if we are to positively affect this attrition rate. This timely panel discussion will bring together the shared experiences of FY college students, high school faculty, and college faculty who teach those students. We will share our collective experiences and insights with the audience, inviting an interactive and open discussion on the challenges and successes students face as they transition from high school to college.
Karol Dehr, John LaMaster, Kevin Stoller, Dr. Yvonne Zubovic (Purdue University Fort Wayne)
Jeanine Tietz (Northrop High School)
Joe Urschel (Columbia City High School)
Greg Bierbaum (Leo High School)
Thaylea Pierce, Saniya Carr (Purdue University Fort Wayne - Student)
Session 1-B: “Professor, can you help me?” Remediation Strategies for Struggling Students
PresentationAbstract:
Despite expert employment of active learning strategies and review of the learning outcomes tested on the exam, a few students performed poorly. With clear knowledge gaps, it’s undoubtedly in the students’ best interest to re-study the material, engage with the educator, and demonstrate mastery of the material. Within academia, this process is known as student remediation. Remediation approaches are highly varied and applicable to any discipline. They offer educators an opportunity to personalize their teaching approaches to the needs of floundering students and provide students additional opportunities for learning, comprehension, and retention. Within this interactive presentation, student remediation strategies from both the literature and anecdotal experiences will be considered. Participants will actively explore the utility of audits, oral reviews, and deliberate practice to their own courses. Student perceptions of remediation strategies employed in the Physician Assistant Program at the University of Saint Francis will also be shared to offer student insights into the remediation process.
Dr. Courtney Lloyd, Dr. Joshua Fairbanks (University of Saint Francis)
Session 1-C: “Everything I Needed To Know I Learned in Kindergarten”
PresentationAbstract:
STEM classes bring immense benefits as widely diverse students register for these courses. Students bring large differences in preparation, understanding ability, temperament, social status, wealth, support, and culture. When these multifactorial elements come together, a professor is faced with difficult challenges to be fair while also maintaining the integrity of the course. As professors in the Life Sciences, we approach these challenges with enthusiasm because this diversity is a microcosm and a benefit of our work as scientists.
In order to meet the learning challenges of a diverse learner pool, we introduce our college level interpretation of the skills referenced in the Robert Fulghum poem, “All I Need to Know I Learned in Kindergarten.” This poem illustrates at least six academic values that we bring to this session. With the ongoing challenges due to COVID-19, our examples will include active learning pedagogies that break down learning barriers, generate student agency, and illustrate abstract concepts more fully for those students lost in the margins. Our approaches to increase student engagement will provide participants with concrete examples of success for all students in the classroom.
Dr. Julie Good, Amy Shank (Indiana Tech)
Session 1-D: Invigorating Assessments with Interactive Quizzes
PresentationAbstract:
The literature is clear that active learning and promotion of metacognition in classrooms improves student experiences. However, many courses still use traditional pencil and paper exams which do not capture the active learning environment or reflect future career experiences. Traditional exams are also known to trigger anxiety in students (Chapell et al, 2005 https://doi.org/10.1037/0022-0663.97.2.268) and can reinforce/increase achievement gaps of students from educationally or economically disadvantaged backgrounds (Smeding et al, 2013 https://doi.org/10.1371/journal.pone.0071678). To address these issues, the Interactive Quiz format was developed. Interactive Quizzes are the combination of hands-on activities and student reflections to evaluate their understanding of large concepts and relationships. For example, in marine biology students were given a habitat and feed strategy for a fish which they then had to use to design appropriate external morphologies. This required students to apply their knowledge of anatomical features with behavior and environmental constraints to design the ideal fish form. This session will feature an overview of how Interactive Quizzes can be implemented, student feedback on Interactive Quizzes, and time for participants to brainstorm Interactive Quizzes for their own classes.
Dr. Jennifer Robison (Manchester University)
Session 1-E: Cognitive Skills and Learning Preferences: The Role of Awareness in Student Success
PresentationAbstract:
Spatial ability is the capacity to comprehend three-dimensional structures, positional relationships, and to mentally manipulate these structures and relationships to correctly predict the outcome. The skill of being able to mentally manipulate objects in three dimensions is useful for coursework or professions that require extensive knowledge of three-dimensional relationships. This is especially true when these relationships are not easily visualized, as is the case in the study of human anatomy, an important component of rehabilitation science curricula. In this presentation, we discuss the results and implications of our investigation into the relationships between anatomy course grades, learning preferences, and spatial abilities of graduate healthcare students from two fields of study. The spatial abilities of doctoral students in physical therapy and occupational therapy programs reflect consistently reported trends for gender and anatomy performance. Physical therapy students demonstrated higher spatial ability scores compared to occupational therapy students which could be the result of differential life experiences or academic preparation. This interactive presentation will demonstrate that awareness of such relationships has important implications for teaching, learning, success, and retention.
Dr. Ryan Dombkowski, Dr. Thomas Ruediger, Dr. Max Baumgartner (Trine University)
Session 1-F: Implementing Vygotsky’s Social Learning Theory in a Post-lockdown College Classroom – Roundtable Discussion
Abstract:
It is evident to educators that, in the past year, online learning and social distancing has taken its toll on students’ interpersonal skills, especially when it comes to using them for learning purposes. Not only are interpersonal skills integral to education, as illustrated in Vygotsky’s theory of social learning, but these skills are also paramount to students’ post-college success. While Covid restrictions are still a part of our lives, they won’t always be. How can we develop (or maintain) students’ social skills while teaching content at the same time? This round table will be an opportunity for educators to brainstorm some ideas to implement now, or put in the back pocket, ready to pull out later.
Renee Jandorf (Indiana Tech)
Session 1-G: An Innovation Supernova in Teaching During the Pandemic – Roundtable Discussion
Abstract:
March, 2020; a month that will go down in infamy. Our lives changed; many hoped only for the short-term others feared forever. Leadership, by modern convention, was practiced by example, by walking (wandering) around (MBWA), by face-to-face dialogue, ... Virtual leadership wasn’t new in 2020, yet it was minimally practiced and avoided by many.
Although we were in the digital era with a plethora of online educational platforms, conventional teaching—pure in-classroom lecturing and pure hands-on laboratories—endured. Change was incremental. Then the disrupter—SARS-CoV-2—arrived.
Interestingly, the resulting pandemic released an innovation supernova in some areas of higher education. If sustainable it could be powerful—think Copernicus. Yet, the “return to normal” mentality is attractive, lazy but attractive. In cosmology the seeds of change had been laid in the third century BC, yet it took another 18 centuries before Nicolaus Copernicus disrupted conventional thinking.
Technical education will always include “hands-on”, but novel virtual elements can be included. That blend will vary, but will profoundly enhance knowledge transfer as we move further into the digital era. Or will we allow a lazy mentality to dominate and will teachers just “return to normal? Leaders, you are needed now more than ever.
Dr. Darrel Kesler (Ivy Tech Community College)
- 11:00-11:45am: Session 2-A to Session 2-G
Session 2-A: Cultivate Connections to Improve Student Learning
Presentation Handout Slides with responses
Abstract:
Do your students trust you? To deliver accurate content? To assign worthwhile assignments and projects? To have their best learning interest at heart? If you answered “wholeheartedly,” great job, your students are likely learning a lot in your classes due to the relationships you have fostered. If one or more of your answers were “maybe” or “I don’t know,” it might be time to think about how you can improve your connections with the students in your class.
How many students does Jane or John (any individual student) trust in your class? To ask for help in the classroom? To ask for help outside of class via email or text? To work with on homework regularly? To complete a large, heavily weighted class project? The answer is likely far less than you assume. This lack of trust between students can hinder in-class discussion, group work, and group projects, cornerstone strategies in many of our teaching toolboxes.
As course leaders and organizers, it is our responsibility to help build trust in the classroom and the online learning environment by developing relationships. Join us to discuss cultivating instructor-to-student and student-to-student connections in the collegiate setting.
Dr. Jeremy Rentz (Trine University)
Session 2-B: Preventing Academic Misconduct: The Role of Teachers
Abstract:
Academic misconduct has come a long way from the days when students used to hide tiny notes in their clothing or make minutiae jottings on their bodies. Today, there is an increased use of James Bond-esque hi-tech products to beat the invigilators. Systems and technology to counter cheating are also evolving, but not at fast-enough speeds to outdo motivated cheaters. For example, even the advanced Artificial Intelligence algorithms of Turnitin and SafeAssign become useless when students employ the services of numerous ghostwriting websites to submit original work on their assignments. In this session, we will critique the prevalent ‘reactive’ systems within universities that tend to focus only on the detection of academic misconduct and appropriate disciplining of the offenders. I will share findings from my research that provide insights into the motivations of cheating behavior. Based on these insights, we will brainstorm and evaluate the merits of different ‘proactive’ alternatives that instructors can adopt in their teaching to develop a culture of integrity amongst their student population.
Dr. Paresh Mishra (Purdue University Fort Wayne)
Session 2-C: Empathy, Gender, and Learning in Higher Education
Abstract:
Empathy is markedly lacking in our society, decreasing in our traditional college student population (Konrath, O’Brien, and Hsing), and is a prerequisite to any real step toward social justice. As educators, we need to more actively consider whether empathy enhancement ought to be one of our learning objectives. And, how can this growth in empathy be measured?
Further, much research has shown that women have a greater capacity for or report engaging in empathy more than men (Belenky, Clinchy, Goldberger, and Tarule; Billington, Baron-Cohen, and Wheelwright; Gilligan). Associating empathy with women, however, is problematic. In part through its feminization, empathy has been devalued by our society.
Drawing upon both primary and secondary research, the presenter will share research on empathy and its connections to gender and learning. The presenter will also provide some examples of empathy support and growth in her literature courses. After discussion of these findings and cases, session attendees will engage in a discussion to work through difficult questions about how to best teach empathy and how to make its value apparent.
Dr. Cortney Robbins (Indiana Tech)
Session 2-D: Dream Teams: Developing and optimizing teamwork skills in project-based courses
PresentationAbstract:
The science of teams is vast and spans both the educational and organizational psychology literatures. Within the pharmacy education literature, studies have typically examined teamwork perceptions or effectiveness within one course or one academic year. Similar to other skills, developing a teamwork mentality requires continuous practice and engagement in teams on various activities and projects. This session will present on how teamwork has been intentionally integrated and assessed across one pharmacy program’s didactic curriculum in three project-based courses and provide strategies to optimize teamwork among students. A brief summary of relevant teamwork models will also be presented. Strategies to develop and optimize teamwork will be discussed, including team formation, team contracts, peer evaluations, and formative and summative assessments. Preliminary data will be presented based on end-of-semester course evaluations. Audience members will get an opportunity to share their own experiences with student teamwork and work together to brainstorm some potential plans for incorporating teamwork-based activities in a course.
Dr. Marwa Noureldin, Dr. Kathryn Marwitz (Manchester University)
Session 2-E: From the LockerRoom to the ClassRoom: Helping College Student-Athletes Reach Success
Abstract:
This interactive session is designed to provide attendees with a unique perspective of assisting and serving student-athletes. Many student-athletes enroll in college, focusing solely on athletics and not exactly understanding the interconnectedness of education and sports. Also, some student-athletes have trouble building meaningful relationships outside of their sports community, thus challenging their campus integration. In this interactive session, attendees will have a paradigm shift by learning the mindset/profile of student-athletes, how to help them identify barriers, and lastly, how to genuinely form a connected relationship with these students.
Dr. Ron Lewis (University of Saint Francis)
Mara Youngbauer (Manchester University)
Session 2-F: Should Educators Shift from Student-Centered to Learning-Centered Teaching?: A Discussion on Culturally Relevant Pedagogies and the “Amazonification” of Education in the United States – Roundtable Discussion
Abstract:
The assertive push for student-centered teaching as the epitome of excellence has limited the diversity of philosophies of education within schools and teacher education programs. It is assumed that student-centered teaching is the “best” or good practice and a teaching-centered approach is bad practice. However, these are simplistic views of teaching that reflect the values of Western countries, such as the United States. The population of the United States continues to grow more diverse as non-dominant beliefs, languages, and cultures continue to permeate k-12 and college classrooms. Reconciling these polarized views on teaching is necessary in providing culturally relevant and holistic education to diverse groups of students. This, I propose, is possible through a learning-centered approach toward education. Using preliminary research and examples from my teaching, I will begin by presenting a definition and comparison of student-centered and learning-centered education. Participants will then be split in small groups to discuss a set of questions. Lastly, as a whole group we will come up with a summary of our views on this topic and action steps for our own practice. By exploring learning-centered teaching, educators can come together to question, trial, and share ideas for creating a culturally responsive classroom.
Mary Encabo (Purdue University Fort Wayne)
Session 2-G: Don’t Do It Alone: Leveraging Campus Resources for Student Success – Roundtable Discussion
Abstract:
Over the past two years, the Teaching and Learning Services department (TLS) and the Lee and Jim Vann Library (library) at the University of Saint Francis have developed a strategic partnership to cross-promote their expertise and resources to better serve the needs of students and faculty. The collaboration between TLS and the library has led to the following achievements that will be discussed: seamless integration of library resources into the LMS to meet students at their point of need, co-creation of a faculty newsletter to promote departmental services and best practice pedagogical strategies, collaboration on copyright solutions, serving as a connection between faculty and library materials during course design. The partnership between TLS and the library has had a positive impact on faculty and student success while also elevating the presence of both departments on campus. As campus budgets tighten, the teamwork between TLS and the library can serve as a blueprint on how to leverage limited resources for the biggest impact.
Kerri Killion-Mueller, Dr. Godwin Haruna, Amber Pavlina, Dr. Nathalie Rouamba, Will Wells (University of Saint Francis)
- 1:30-2:15pm: Session 3-A to Session 3-E
Session 3-A: Building and Delivering an Online Course: Student, Faculty, Course Developer Perspectives
Abstract:
In this interactive presentation we discuss the process of transforming an emergency remote online course (EROC) developed in response to COVID into an 8-week online course in accord with good practices. The presentation includes the perspective of the instructor, the online course designer, and two students that first took the EROC and later worked in an independent study to evaluate the 8- week course. The students use the University of New Mexico Online Course Standards Rubric as well as their own online learning experiences to evaluate the redesigned EROC course. Each participant will present their perspective on the process and the course as well as lessons learned. We highlight those issues most important to the instructor, the course designer, and the students in engaging online courses. In this way, we explore online course development and delivery from the perspective of teachers, designers, and students. We then will guide the group in discussion of how we believe these perspectives and experiences can lead to better course development, delivery, and student engagement. We further will argue that this process, working collaboratively with the instructor, a course designer, and students can be replicated and improve online course experiences.
Dr. Shannon Bischoff, Nathan Jarboe, Alyssa Sherman (Purdue University Fort Wayne)
Dr. Eric de Araujo (Purdue University)
Session 3-B: Teaching the Students We Have: Pedagogy, Praxis, Cognitive Bandwidth, and Systemic Inequities
Presentation Full NotesAbstract:
Students in the 21st century arrive to college or university academically underprepared and/or psychologically drained. Concurrently experiencing the initial effects of the climate change crisis, the devastation of the (seemingly) ongoing Covid-19 pandemic, social unrest, and economic instability, they have little left to give. Higher education practitioners must utilize a holistic approach that recognizes the recursive dynamic between historical and contemporary systemic inequities and their impacts on current crises. An intersectional cognitive bandwidth framework integrates the reflexive best practices of critical pedagogy and student-centered outreach, alongside practical recommendations to bolster student resilience. In this presentation we will cover the basic terminology related to cognitive bandwidth and systemic inequities, learn the ways in which systemic inequities impact college success, retention, and completion, explore application of pedagogical, interpersonal, programmatic and collaborative approaches to addressing systemic inequities that affect student persistence, and lastly share resources for ongoing professional development in building inclusive spaces that make room for cognitive bandwidth recovery.
Kim Myers, Paula Ashe (Purdue University Fort Wayne)
Session 3-C: Exploring Neurodiversity through Improvisational Theatre
Abstract:
This interactive presentation will feature the Mirror Lake Players, a local improvisational group comprised of people with intellectual/developmental disabilities. A sub-group of the University of Saint Francis Jesters performing arts program, the Mirror Lake Players will engage conference attendees in a 30-minute series of improvisational theater games. Time before and after the 30-minute improvisation will be spent introducing the group and answering questions.
This Neurodiversity Awareness Education Project will use improvisation to create opportunities for attendees and people with IDD to interact on a level playing field. Improvisational theatre games foster basic life skills, such as choice-making, problem solving, adaptability and support. The social interaction and risk-taking build relationships while developing trust in self, others and the creative process. The inherent elements of play, humor and laughter increase motivation and reduce stress.
Allison Ballard, Diane Gaby (University of Saint Francis)
Session 3-D: Gen Z-ers: Meeting the Needs of this Innovative Population
Abstract:
Today’s students are demanding more innovative approaches to learning. In 2015, Wildness, a market research firm, concluded that Gen Z-ers do not want to consume entertainment—they want to create it. In fact, 80% of Gen Z-ers claimed that finding themselves creatively is important (Kleinschmit, 2019). While creativity in higher education is not a new concept, Alencar, Fleith, and Pereira (2017) claimed that faculty have struggled to encourage and integrate more innovative pedagogical approaches. It may be difficult for such faculty to integrate new teaching methods in the classroom, especially when it has been so varied from the norm.
Therefore, it is imperative to understand various educational strategies that can be implemented in the classroom that will encourage student creativity. This presentation will introduce a variety of creative alternatives so that students can still apply the concepts of the course in more innovative ways. Professors spend a significant amount of time designing the course, so it is important to develop activities that will allow the content to remain in the students’ minds after the 16 weeks. Meeting the creative needs of the Gen Z population, the college students of today, is the only way to do this.
Dr. Alicia Wireman (Indiana Tech)
Session 3-E: Increasing Student Satisfaction in an Online General Education Class
Abstract:
At University of Saint Francis, the traditional introduction to visual arts course (aka “art appreciation”) historically had very low student satisfaction ratings regardless of modality or instructor. When art historians were tasked with developing an online-only version of the course, we were concerned that students’ general dissatisfaction with online courses would compound their dislike of art appreciation. In working with professional instructional designers, we implemented some changes to the content and structure of the course. Using more interactive assignments, incorporating new media such as podcasts, and drawing explicit connections between humanities subject matter and fields such as nursing and business were all strategies that fostered success. After running several sections of the class over 4 semesters, student evaluation statistics and comments indicate that student satisfaction with this class is greatly improved over past iterations of the course. This presentation will outline the strategies we used to rethink the content and assignment design of the course to increase student satisfaction.
Dr. Elizabeth Kuebier-Wolf (University of Saint Francis)
- 10:00-10:45am: Session 1-A to Session 1-G
- 2021 Conference
The 24th Annual Fort Wayne Teaching and Learning Conference was held as a virtual conference on Friday, February 19, 2021.
James Lang, Keynote Speaker - 9:00-10:30am
James M. Lang is a Professor of English and the Director of the D’Amour Center for Teaching Excellence at Assumption College in Worcester, MA. He is the author of five books, the most recent of which are Distracted: Why Students Can’t Focus and What You Can Do About It (Basic Books, 2020), Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016) and Cheating Lessons: Learning from Academic Dishonesty (Harvard University Press, 2013), and On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard UP, 2008).
A dynamic and highly sought-after public speaker, he has delivered conference keynotes or conducted workshops on teaching for faculty at more than a hundred colleges or universities in the United States and abroad. He has consulted with the United Nations on a multi-year project to develop teaching materials in ethics and integrity for high school and college faculty.
Session Titles and Abstracts
10:45-11:30am: Session 1-A to Session 1-H
11:45-12:30pm: Session 2-A to Session 2-H
**Available Materials to Download or View
- **Session 1-A. Beyond Engagement: Empowering Undergraduate Learners Through Agency
Presentation
(Michelle Blank, Trine University)
Aaah- the world is out of control! That may be the sentiment many of us have had throughout this past year, both in our lives and in our classrooms. Imagine feeling that lack of control regularly, with regards to your own learning. YIKES! According to learning science research, this is where many of our students are. They have been conditioned to be compliant and follow the rules; not to engage in true learning, not to take risks, and certainly not to fail. What if we changed that? What if we built on the active learning strategies we’ve all been implementing in recent years and actually empowered our students as adult learners with agency to make decisions and motivation that comes from creating? In this session we’ll explore the learning science behind empowerment and agency and consider the variety of ways learners can become empowered. Then the real work starts. We’ll dig into some of our own courses and brainstorm, maybe even start designing, strategies to intentionally build empowerment into our classes. Just a small disclaimer…this session isn’t going to give you any methods to make teaching easier, but it will empower you to make your students more successful.
- Session 1-B. Is there a need to address content and academic language barriers for international students? A study of perspectives from both teachers and students
(Renee Jandorf, Indiana Tech)
Is there a need to address content and academic language (CAV)barriers to help international students succeed? When immersed in an English-speaking learning environment, English language learners (ELLs), face a challenge of acquiring not just new content material, but also new content vocabulary. Furthermore, implementing academic language to communicate, especially in writing, is also an obstacle for ELLs. As a result, learning new concepts and communicating academically is more challenging than it would be if they were studying in their native language. Do international students perceive that their learning is inhibited due to language barriers specifically pertaining to CAV? In a technical university with a high percentage of international students, do instructors perceive challenges teaching content material due to these language barriers? Ultimately, is there a need to address CAV at the university level? To answer these questions, surveys were distributed to all instructors and international students at Indiana Tech. The results of these surveys and some ideas for solutions are discussed in this presentation.
- Session 1-C. "Your Criteria Are Ridiculous": Students Say the Darndest Things
(Dr. Sarah LeBlanc, Purdue Fort Wayne, Dr. Mary Lahman, Manchester University)
There is thinking you are a good teacher and you have good ideas; then there is the reality of seeing end of the semester evaluations that counter one’s positive thoughts. In this session, we offer attendees basic skills and ideas on how to collect and apply feedback from students throughout the semester instead of waiting until just the end of the semester. Secondly, we explain and will have participants practice ways of incorporating the autoethnographic technique of self-reflection into their evaluations of class sessions, activities, assignments, and approaches to assist in their teaching growth and documentation. Finally, we will provide suggestions how to look back and code all of the reflections. By the end of the session, attendees will acquire the skills they need to document their teaching through reflections from students and from themselves.
- Session 1-D. Due Dates: Deadlines or Guidelines? (Roundtable Discussion)
(Michelle Parker, Purdue Fort Wayne)
How should courses be structured when it comes to due dates. Should due dates be strictly enforced to build time management skills in our students and set them up for success in future courses and the workforce? Should we allow students to turn in work whenever they complete it so that students have a greater chance of success in our course? If late work is turned in, should we deduct points from it for being late? What strategies do professors use to encourage students do timely work? Are there some classes where it is important that late work is accepted? Discussion on should be we stricter with due dates or should we be more relaxed. Also discussion on what strategies teachers use to encourage on time submissions of homework and how to build time management skills in students.
- **Session 1-E. The Course Syllabus: Does Layout Affect Students Grades?
Download PowerPoint
(Daniel Boylan, Purdue Fort Wayne)
The syllabus is one of the most important items in a classroom. This article answers the question: Can syllabus organization affect student grades in a class? For colleges and universities, the syllabus acts as a contract between students and the professors about expectations for the course. If a syllabus is set up in an understandable and easily accessible form, research has shown that students follow it more accurately. However, studies show there are differences between faculty and student expectations about the important syllabus components. A preliminary focus group of student-athletes indicated that students want information related to contacting the instructor, course assignments including a tentative schedule and course grading to be near the beginning of the syllabus. Building from this result, the focal study found that the information put into the syllabus and the layout of the syllabus did affect student grades. While a limitation of this research was a lack of previous research about the impact of syllabus organization on student grades, this study begins to contribute to our understanding of how syllabus organization influences student grades.
- Session 1-F. Preparing Students for a Diverse World: It Starts with You
(Dr. Paul Porter, Danielle Peterson, Dr. Michelle Fleig-Palmer, Dr. Nathalie Rouamba, University of Saint Francis)
The diversification of college students has created a reality in which educators must teach the skills necessary to effectively engage in diverse spaces, while also utilizing their own cultural competence to create learning environments that are conducive to all learners. To this end, significant attention is paid to the use of culturally responsive teaching and inclusive classroom practices as critical to successful pedagogy.
This interactive session uses cultural humility as a theoretical lens to discuss how culturally responsive teaching techniques and inclusive practices are employed in both face-to-face and virtual classrooms. Through an analysis of case studies, the presenters will draw upon their experiences working with international students, providing services as a clinical social worker, and teaching healthcare students to illustrate how to role model cultural humility, and creatively use literature. Through increasing cultural competencies, instructors ensure an inclusive learning environment and help their students prepare for a diverse world in their chosen professions.
- Session 1-G. Designing and Facilitating Successful Blended & Online Learning Experiences
(Megan Tolin, Trine University)
This session will provide instructors with five concrete ideas on how they can better design and facilitate their blended/hybrid and online learning environments. The ideas presented are grounded in the idea of “teaching from the LMS” in order to streamline student workflow and instructor workload. By examining design and pedagogical choices in tandem, instructors are afforded the opportunity to make conscious decisions as to how they create and facilitate technology-rich learning experiences. As an example, one suggestion is to examine how course content is “chunked.” Instructors who consider cognitive load and user experience chunk their content accordingly, creating a more student-friendly learning space. The session will also provide suggestions for increasing instructor and student social presence. By purposefully incorporating opportunities for student-to-student interaction and student-to-teacher interaction, instructors create a more engaging learning environment. Higher levels of student engagement and interaction can increase student satisfaction and persistence.
- Session 1-H. Meme Me: Incorporating Reverse Image Search and Online Resources Like Google Scholar and Internet Archive to Enhance Information Literacy in Classroom Instruction
(Jade Kastel, Purdue Fort Wayne)
This session introduces attendees to supplementary resources to enhance teaching, learning, and research that are enjoyable, fun to implement, and useful for information literacy. Reverse image search, Google Scholar, The Internet Archive, The Library of Congress resources, and Indiana’s Inspire Database Collection are free resources suited for research, instruction, and fact checking. Attendees will experience the pros and cons of these platforms and how to wield them for ultimate success in the classroom. These online resources are trusted sources that are worth the initial time and energy to master. An investment in their proficiencies will prove useful in instruction, research, daily interaction with information on social media, and in the case of a reverse image search, being on the cutting edge of a tool that is just coming into its prime. This session will provide suggestions for pairing these tools with critical thinking and deductive reasoning to make quick, educated judgements and draw informed information literacy conclusions.
- Session 2-A. Crisis Conscious Teaching
(Dr. Yvonne Zubovic, Dr. Marcia Dixson, Isabel Nunez, Rachel Ramsey, Purdue Fort Wayne)
In this session participants will learn about key components that should be considered while teaching during a crisis. They will also exchange suggestions for how to address these four key components in their own classes. The presenters reviewed the research on trauma-informed pedagogy and on teaching during or after a crisis (e.g., mass shootings, 9-11, and Hurricane Katrina) to look for common themes. After investigating the effect of trauma and/or crisis on individuals, the implications for teaching and student learning were explored. Four key areas that educators should address were identified from the literature: connectedness, empowerment, cognitive overload, and the use of assignments related to the crisis. The rationale for why each of these is crucial for student learning during a crisis was identified. In addition, the potential impact of each on educators was considered. The presenters then investigated pedagogical practices associated with each of these key components and suggested strategies for implementing the best practices into the classroom. Each strategy was considered under a variety of modalities, such as face-to-face, synchronous online and asynchronous online formats. The strategies can be adapted across a variety of disciplines
- **Session 2-B. Talk Less, Teach More
Presentation
(Dr. Jeremy Rentz, Trine University)
Sounds too good to be true, but the one who does the work is the one who does the learning. Too often, however, the professor is the one doing most of the work in the classroom. But it does not have to be this way. There are many situations and scenarios where we can get out of the way and let students learn through discovery, interaction, and discussion. Figuring things out on your own can be a powerful learning experience, particularly with the expert in the room to guide and correct. Setting up learning scenarios for students takes a shift in thought, from a focus on content delivery to lesson planner, activity facilitator, and provider of feedback. Fortunately, there are many great examples and strategies available to help us get out of the way, often using your original lesson plans, lectures, or PPT as a guide.
During this session, we will highlight many ways Talk Less, Teach More can be implemented in your classes, providing as many tangible examples as possible. We will also discuss the different times and places the strategies might work best and strategies for motivating the students to do the work while in class.
- Session 2-C. A Recipe for Rubrics: Process Steps for Validity and Reliability in Rubric Formation for Accreditation or Program Alignment Purposes
(Mistie L. Potts, Dr. Stacy Stetzel, Manchester University)
Since Popham’s (1997) seminal work outlining rubric criteria and structure, rubrics have been a familiar term in educational assessment, though interpretations and forms vary greatly. To meet the demands for accountability and accreditation, rubrics are increasingly present or mandated in higher education (Dawson, 2017; Middaugh, 2010). We agree that cohesive assessment and curriculum design are essential for effective instruction. Yet, with limited funding and personnel, smaller institutions may struggle to dedicate the necessary time and faculty resources to rubric development. Through our experiences, a practical and succinct process for revising rubrics and establishing rubric validity and reliability has emerged. We provide tools and examples which may be generalizable to other educational settings while balancing faculty or administrative tasks. We bring participants along in the journey of validation using an inquiry-based model and interactive techniques. Participants will experience a simulated data collection activity and identify practical ways to implement rubric reliability and validity processes in their own settings
- Session 2-D. Hyflex, Developmental Students, and “Sorry Professor, I’m doing my laundry.” (Roundtable Discussion)
(Linda M. Valley, Indiana Tech)
This session will look to identify the characteristics of developmental students, the challenges the hyflex platform presents for them, and ways to design and implement overall support. These students are in college-level courses across the university and are struggling to know what decisions to make and when. All students can benefit from instructors considering the peripheral needs of underprepared or 1st generation students if we are intentional in addressing them. We will look at 1) the personal and academic practices students need to develop and 2) how we can integrate them through classroom practices, pedagogy, and curriculum in any discipline.
- Session 2-E. Engaging Pre-Service ELL Teachers: Innovating Field Placements through the English Language Partners Program During Emergency Remote Teaching
(Mary Elizabeth Encabo, Dr. Shannon T. Bischoff , Purdue Fort Wayne)
As a response to restrictions on field placement experiences, 2 Purdue Fort Wayne TENL/TESOL faculty leveraged existing partnerships with universities in Myanmar to create virtual classrooms to meet the field placement needs of pre-service ELL teachers. The English Language Partners (ELP) Program involved 22 college students who each taught 10-12 non-native English speakers from Myanmar in weekly virtual English classes. In this interactive session, we describe the process of developing the program, the impact on the students, and how the program will be incorporated into future courses at Purdue Fort Wayne. The program illustrates how innovation can arise in times of crises, transform institutional practices in a positive way, and deepen and sustain already existing international partnerships. Crucially, the program models for pre-service ELL teachers how technology can be used to enhance learning in the U.S. and abroad. Through the power of entrepreneurial thinking, both faculty and college students have increased their level of engagement with their learning and taken advantage of new learning opportunities while overcoming setbacks and limitations that have been presented by this pandemic.
- Session 2-F. Improving Student Interactions with Primary Literature Using Single-Slide Presentations
(Jennifer Robison, Cassie Gohn, Manchester University)
Interacting with peer-reviewed literature is a skill undergraduates need to develop to be successful in STEM. The highly technical and densely packed information is intimidating to students resulting in struggles to engage with and learn from literature. This semester long activity was designed to provide students with low risk, guided practice in analyzing and summarizing primary literature. Multiple times across the semester, student groups presented on different articles selected by the instructor to match concepts with current research. Students were provided a single slide template containing space for background, methods, results, and application. The limited space of a single slide pushed students to summarize the literature succinctly. In the pilot study (BIOL363 Cellular Biology, 9 students), students indicated in a post-semester survey that this process allowed them to connect classroom material with real world applications, made them think more critically about the literature, and was an engaging way to interact with the literature.
- **Session 2-G. Teaching Paperless - Using Microsoft OneNote for Course Instruction and Student Questions
Presentation
(Debbie Youse, Ivy Tech)
One of the challenges of online and virtual courses that are STEM based is how to present material that is often best shown written by hand, such as math equations and graphs. I will present how I have replaced the use of paper and whiteboards in my teaching by using OneNote. I will also show and discuss some options for students to show me their work to support their answers by using OneNote or also Word or PowerPoint. All these tools work best with a touch screen device or tablet & pen, but all can still be utilized with just a regular computer or laptop.
- Session 2-H. Teaching in the time of Covid: The urgent need to “pivot” towards our students
(Worth Weller, Purdue Fort Wayne)
Although universities are successfully adjusting to the disruption of Covid-19, our students still face vast uncertainties. As we “pivot” towards increased online education and hybrid models, it is our obligation to examine the consequences for our students of our new strategies, reports Scott (2020) in the article “Education during COVID‐19: pivots and consequences.” Equally urgent, researchers from a Brazilian dentistry school write that stress factors related to the pandemic will likely have “problematic and lasting effects” (Silva et al., 2020).
With these warnings in mind, I maintain it is our obligation to “pivot” towards our students in an attempt to mitigate the impact of Covid-19 on their learning. As the pandemic continues to unfold, our students clearly need extra attention to help them meet course learning goals. However, instructors don’t always have extra time.
Relying on my own lengthy experience teaching online, I intend to facilitate a discussion of best practices to provide personalized attention to our students without crashing our own workloads. Current academic literature as well as my own survey data will be presented to open the discussion, then we will break into virtual groups using Google Meet and Google Jamboard to brainstorm and compile our solutions.
- **Session 1-A. Beyond Engagement: Empowering Undergraduate Learners Through Agency
- 2020 Conference
The 23rd Annual Fort Wayne Teaching and Learning Conference was held on Friday, February 21, 2020, at the Purdue Fort Wayne International Ballroom.
Charles Blaich, Keynote Speaker
Charles Blaich directs the Center of Inquiry at Wabash College and the Higher Education Data Sharing Consortium (HEDS). Blaich taught for nearly 20 years at the University of Connecticut, Eastern Illinois University, and Wabash College before taking on his current work. Blaich collaborated with researchers at the University of Iowa, University of Michigan, Miami University, and ACT to design and implement the Wabash National Study of Liberal Arts Education. In 2011, Blaich became director of the Higher Education Data Sharing Consortium, a 135-institution collaborative that shares data to improve student learning, equity, and student success.
Blaich’s most recent publications include Clear and Organized Teaching: Simple in Concept, But Hard in Practice; The More Things Change, the More They Stay the Same: New Challenges to Using Evidence to Improve Student Learning; and Engaging with Diversity: How Positive and Negative Diversity Interactions Influence Students' Cognitive Outcomes.
Kathleen Wise, Keynote Speaker
Kathleen Wise is the associate director of the Center of Inquiry at Wabash College and the Higher Education Data Sharing Consortium (HEDS). Wise earned her undergraduate degree from Yale University and her MBA from the University of Chicago. Wise joined the Center of Inquiry in 2004 and has worked with well over 100 colleges and universities to evaluate programs, offices, and institutional assessment plans and improve student learning, equity, and student success. She also taught a business/entrepreneurship program at Wabash College.
Her most recent publications include Clear and Organized Teaching: Simple in Concept, But Hard in Practice; Approaching Big Survey Data One Byte at a Time; and Engaging with Diversity: How Positive and Negative Diversity Interactions Influence Students' Cognitive Outcomes.
Session Titles and Abstracts
- Key note session: "The Long and Short of the Many Benefits of Good Teaching"
The Long and Short of the Many Benefits of Good Teaching
Duration: 50 minutes
In this session, we will review our findings from two national studies on the positive impact of good teaching for college students. Our quantitative and qualitative research focuses both on the impact of good teaching for students while they are in college as well as the impact of good teaching one, five, and ten years after students graduate. Finally, we will review the research on the connection between good teaching and high-impact practices.
- Plenary session: "The Road to Good Teaching is Paved with Good Intentions"
The Road to Good Teaching is Paved with Good Intentions
Duration: 45 minutes
What is it about good teaching that makes it effective? There’s a great deal of research on the link between good teaching practices and the cognitive mechanisms that support learning. What’s less well-known is the affective component of learning and teaching. In this session, we will review the results of hundreds of interviews that we’ve conducted with students about how they experience and interpret the intentions of their teachers based on the pedagogies and practices that teachers use. We will also discuss how these interpretations shape student learning.
- Session A. Helping Students Increase Cognitive Complexity: Constructivist and Phenomenological Methods
(Dr. Brett D. Wilkinson, Purdue Fort Wayne)
Student growth beyond a rigid, dualistic mindset involves expanding mental models via differentiated complexity, a hallmark feature of constructivist teaching methods. However, developing an adaptive, relativistic mindset requires integrative complexity using phenomenological methods. The presenter will demonstrate instructional methods that examine the integrative relationship between abstract concepts and lived experience.
Download Powerpoint - Session B. A Student Perspective: Restructuring Education to be more Creative and Interdisciplinary
(Dr. Alicia Wireman, Maxwell Craft, Dustan Herendeen, Indiana Tech)
Finding innovative ways to assess students is challenging, and students may get bored with the monotony of assignments. Therefore, this presentation will include students sharing their own perspectives on how professors can give students a say in how they are assessed while simultaneously maintaining the course objectives.
- Session C. Multiple Choice Questions for Subject Matter Novices, an Application of Small Teaching
(Dr. Gary Greene, Trine University)
Presents an application of James Lang’s Small Teaching that focuses on using multiple-choice questions to limit student cognitive load while practicing retrieval and learning new topics. The presentation applies the method described to teach the audience. The presentation provides multi-discipline examples. Participants are guided through developing their own examples.
Download Powerpoint - Session D. Addressing Student Anxiety in the Classroom: Implementing Evidence-Base Strategies of Mindfulness, Relationship-Building, and Resiliency
(Dr. Sonia R. Strevy, Jennifer Mays, Renee M. Hammond, Patty Rinker, Amber Yoder, Elizabeth Gray, Dr. Mary Spath, University of Saint Francis)
Presenters include the anxiety study research team, the faculty involved in the classroom pilot, and two students who participated in the course. We will introduce the evidence-based framework which includes mindfulness, relationship-building and resiliency, and have students share their experiences as members of the course where the interventions were piloted.
Download Powerpoint - Session E. Assessment in Diversity in STEM Classrooms
(Amy Shank, Dr. Julie Davis Good, Indiana Tech)
Diverse student populations bring numerous challenges to class, notably lack of preparation, differential ability, understanding/ESL, and cultural differences. As STEM professors, we use positive approaches through relationship-based education to fill the gaps. Case studies illustrate our approach to student success in the midst of diversity.
- Session G. What does Cognitive Science Say about The Curse of Knowledge?
(Shari Benyousky, Purdue Fort Wayne)
This presentation explores the importance of understanding and anticipating classroom and student audience’s point of view and what the newest research into cognitive science tells us about the curse of pre-knowledge.
Download Powerpoint - Session H. Applying an Online Tool to Improve Communication in Courses and Projects
(Dr. Zesheng Chen, Dr. Chao Chen, Purdue Fort Wayne)
In this presentation, we will discuss how an online tool, Slack, helps improve communication in courses and projects, and thus enhances students’ learning. Moreover, we will show the assessment on students’ perception about applying Slack, as well as comments or feedback about the impact of Slack on their learning.
Download Powerpoint - Session I. A 360 Degree Graduate Course Assessment Methodology to SLO Mastery
(Dr. Clifford Buttram, Jr., University of Saint Francis)
This presentation will focus on the implementation of a 360-degree instructor and student assessment of graduate course SLO mastery within the 8-week modality. The approached focus is to format the course assessment twice in 8 weeks to capture the student’s analysis of the instructor’s methodology and synthesis in achieving SLO mastery. Conversely, the focus also allows the instructor to assess the student’s progression and evaluation of achieving SLO mastery.
Download Powerpoint - Session J. Best Practices in Service-Learning: Impacting Student Success
(Dr. Caitlin Krouse, Dr. Paul Schmidt, University of Saint Francis)
Attendees will learn about research that supports service-learning and its positive impact on student success. We will discuss best-practices for implementing service-learning into coursework and share examples of this experiential learning. Faculty will see that service-learning can be added to any course, including undergraduate and graduate courses, online learning environments, and all disciplines.
Download Powerpoint - Session K. But I’m Really Tired and Hungry Right Now: Listening Behavior in the College Classroom
(Dr. Mary Lahman, Dr. Susan Klein, Manchester University)
Presenters share the results of their teaching and learning research that crosses academic discipline and level. Exploring the extent to which an awareness of the automatic thinking processes affects student ability to listen in the college classroom, they found students could make choices to improve their ability to listen in classrooms across academic disciplines and levels.
Download Powerpoint - Session L. The Challenges and Rewards of Educating White Students about Racism: Experiences and Reflections of an African American Professor at a Predominantly White Institution
(Dr. Alicia Dailey, Manchester University)
The session will begin with a brief literature review of the challenges that African American faculty at predominantly white institutions face. Next, the presentation will cover challenges and choices that one professor has faced in the classroom and community. Last, changes in some white students’ thinking and behavior are presented.
Download Powerpoint - Session M. Put the Hammer Down and Build Your Teaching Toolbox
(Dr. Jeremy A. Rentz, Trine University)
Start expanding your teaching toolbox by experiencing and practicing intentional questions during this session. Centered on retrieval practice, intentional questions break up your class and engage students with course content to improve student learning.
Download Powerpoint - Session N. Unlocking Grit and Growth Mindset in a Graduate Curriculum
(Joshua Fairbanks, Dr. Courtney Lloyd, University of Saint Francis)
After being introduced to the concepts of ‘grit and mindset’ and the research detailing the role of these traits in developing critical thinking skills, participants will collaboratively discuss ideas as to how best to monitor and measure these attributes in their students and incorporate this research into their program curricula.
Download Powerpoint - Session O. How to Increase Student Self Efficacy, Persistence and Success through Assessment and Self-Reflection in a College Preparedness Course for Adult Learners
(Nicole Scott, Dr. Courtney Shull, Indiana Tech)
This interactive session will discuss the importance of self–assessments and holistic wellness in an academic success course for new adult students. Attendees will learn how to engage adult students through course work with the desired outcome of an increase in self-efficacy, persistence and academic performance in subsequent courses.
Download Powerpoint - Session P. Use TACtivity, Technology and Reflections to Engage Students and Enhance learning
(Dr. Yun Su, Indiana Tech)
This presentation shares using TACtivity, Kahoot, Geogebra, First Day Questionnaire, and exam wrapper to increase learning, build engagement, establish relationships, and collaborate. This is hands-on, interactive experience to share tools, reflections, tips, and lessons learned from my classrooms.
Download Powerpoint - Session R. Engaging “Drew”: Slow thinking for deep learning
(Michelle Blank, Trine University)
Venture into the field of learning science as we explore techniques (methods, ways, means) to stimulate learning by employing strategies that move learners past the quick answer. Through the application of concrete examples and elaboration we’ll design learning opportunities for engaged note-making, test preparation, and inclass learner practice.
Download Powerpoint - Session S. Psychosocial and Behavioral Factors Associated with First-Year Student Outcomes
(Dr. Monica L. Heller, Dr. Mike Martynowicz, University of Saint Francis)
This presentation shares data from a study of the Fall 2019 first-year student cohort at the University of Saint Francis. Emphasis was placed on measuring student well-being and academic outcomes (e.g., depression, anxiety, stress, sleep, substance use, motivation, self-efficacy, cognitive self-regulation, GPA) at the beginning and end of the semester.
- Session T. Creating an Inclusive Classroom: Practical Tips and Reflections
(Dr. Cortney Robbins, Kayla Crecelius, Michael Dunne Steece, Indiana Tech)
This interactive session will provide a framework and practical tips for creating and managing an inclusive classroom. Examples, reflections, and feedback will be used to demonstrate effective methods of inclusion, as well as ways to promote and encourage an inclusive classroom environment.
Download Powerpoint - Session U. The Servant Professor
(Dr. Scott Liebhauser, Indiana Tech)
The goal of this presentation is to promote servant leadership in the classroom with the goal of building trust with students. As a basis, I will be using my own career and classroom experiences while leaning on the academic works of Robert Greenleaf (The Servant as Leader) as well as Jim Kouzes and Barry Posner (The Leadership Challenge).
Download Powerpoint - Session V. Increasing Student Engagement with Challenge-based Learning—[Smart] Hackathons
(Lucy L. La Hurreau, Kris Roberts, Dr. Darrel J.Kesler, Ivy Tech)
Hackathons are an informal method of learning. They tap into one’s competitive and inquisitive natures, provide incentives to advance technical skills, and enhance “soft skills.” Students at Ivy Tech are proof of the value of participating. Data demonstrate that they are now far more equipped for work in industry.
Download Powerpoint
- Key note session: "The Long and Short of the Many Benefits of Good Teaching"
- 2019 Conference
The 22nd Annual Fort Wayne Teaching and Learning Conference was held on Friday, February 22, 2019, at the Purdue Fort Wayne International Ballroom. Here is the conference information:
- Call for Proposals [PDF]
- Proposal Submission Questions [PDF]
- Proposal Submissions Here
- Registration
- Agenda [PDF]
- Program [PDF]
- Feedback Survey
- Presentation [PPTX]
Richard Ruhrold, Keynote Speaker
Richard Ruhrold earned a Ph.D. in clinical psychology in 1986 from the University of Michigan. He is a licensed psychologist in the state of Indiana. Ruhrold currently serves as senior vice president for clinical operations and chief psychologist at the Otis R. Bowen Center. The Bowen Center is a large comprehensive mental health center employing over 1,200 staff and serving over 30,000 clients across an 18-county region of northern Indiana. Ruhrold has worked in community mental health for over 30 years and has been in continuous clinical practice for 37.
He is a national board-certified fellow and trainer in clinical hypnotherapy. His areas of specialization include early childhood trauma, complex trauma, and the development of trauma-informed systems for effective community intervention with high-risk youth and their families. He also practices and provides professional training on topics related to the relationship of trauma to mental illness, substance use and chronic disease, chronic disease management and health behavior change. He has been well received for his many professional seminars and educational presentations in Indiana and across the region.
Participating Colleges and Universities
Kimberly O'Connor, JDAssociate Vice Chancellor for Teaching and Learning oconnork@pfw.edu |
Rula Mourad, Ph.D.Professor and Department Chair Director for the Center for Teaching and Learning rmourad@ivytech.edu |
Kathryn L. Davis, Ph.D.Associate Professor of Chemistry kldavis@manchester.edu Melissa Bray Director of Instructional Design MMBray@manchester.edu |
Tanner Babb, Ph.D.Associate Professor of Psychology tbabb@huntington.edu |
Nathalie H. Rouamba Ouandaogo, Ph.D.Director of Teaching and Learning Services NRouamba@sf.edu |
Courtney ShullAssociate Dean, College of Arts & Sciences ccshull@indianatech.edu Wenjia (Jia) Cai, Ph.D. Professor of Practice, TEC Coordinator WCai@indianatech.edu |
Jeremy Rentz, Ph.D.Associate Professor of Civil Engineering rentzj@trine.edu |