2022 Symposium Schedule

Creating Closeness between Instructors and Students in Remote Synchronous Learning

Location:
Online

During the transition to remote learning during the COVID pandemic and in the full year of teaching online, ISU faculty worked to simulate the classroom environment in an online context. Instructor immediacy, defined as the verbal and nonverbal messages people use to convey closeness, is an integral predictor of student motivation to learn, affect toward the course, and perceived credibility of the instructor. Our study, centered on the assumption that students who had immediate instructors would report positive experiences in their remote classes, aimed to understand students' perceptions of instructor immediacy in ISU Communication classes taught primarily on Zoom in 2019 and 2020.

In a multi-part survey, Communication students (both graduate and undergraduate) reported on their online instructors' verbal and nonverbal behaviors that they perceived to have created closeness or distance as well as the behaviors in which students themselves engaged that may have created instructors' perceptions of closeness. They then answered a series of Likert and semantic differential items measuring instructor immediacy, online immediacy, and instructor credibility. Results will focus primarily on the qualitative data and the usefulness of using an online immediacy scale to measure instructor immediacy in a Zoom context.

Presenter:
Aimee Miller-Ott, Communication

Co-Presenter:
Lance Lippert, Communication

Partnering to Provide Affordable Access to e-Textbooks

Location:
Online

The cost of textbooks has been shown to be an obstacle to student success for both undergraduate and graduate students, but there are affordable and excellent alternatives available to you and your students! Librarians from Milner Library have been partnering with faculty across campus to license assigned textbooks since Spring 2021 and are eager to collaborate with you to provide free texts that support your educational objectives. This session will provide background on a project to connect faculty with affordable resources that support their pedagogical needs, remove obstacles to student learning, and empower instructors to understand their options as they select texts for courses. Participants will identify strategies to promote textbook affordability, and accordingly, engagement and success, for their students.

Presenter:
Rachel Scott, Milner Library

Co-Presenters:
Mallory Jallas, Milner Library
Julie Murphy, Milner Library
Rachel Park, Milner Library
Anne Shelley, Milner Library

Academic Integrity as an Outcome of Authentic Learning

Location:
Online

Keynote Presenter:
David Rettinger, University of Mary Washington

In this workshop, we begin from the premise that academic integrity is not just the absence of cheating.  Rather, academic integrity represents our affirmative efforts to teach fundamental values and create authentic learning experiences for our students.  In this workshop we will review some structural and psychological reasons that students cheat, focusing on those that instructors can influence.  Academic misconduct occurs most in situations that are not conducive to learning such as when students feel that they can’t do the work, that the stakes are too high to fail, or that there is no value in a particular class or assignment.  We’ll then work together to review and revise assignments and syllabus structures to create changes (both small and large) that can positively influence students away from academic misconduct and toward authentic learning and lasting development of skills and values.

Please come prepared with a course syllabus and a project/paper assignment to work on revising.

Learning and Relationships in (and beyond) our Courses

Location:
Online

Keynote Presenter:
Peter Felten, Center for Engaged Learning, Elon University 

Decades of research demonstrate that student-faculty and student-student interactions are primary factors in student learning and equity in higher education. Our courses -- whether face-to-face, online, or something in between -- can and should be relationship-rich environments that enhance learning, motivation, and belonging for all students. This interactive workshop will focus on practical, research-informed approaches to cultivate educationally powerful student-faculty and student-student relationships in our courses.

Simulation in the Classroom! Critical Thinking Day 1

Location:
Online

Syllabus day. A critical day to build trust, set expectations, and establish the tone of the learning environment. So often instructors convey the importance of synthesizing previously learned concepts, critical thinking, active learning, engagement, working as a team, and the positive student outcomes related to these behaviors by talking through these skills. Simulation in the classroom is a learning form that can show students these skills and their immediate benefit while fostering relationships and team learning. The best part: this can be done on day one!

We will walk through how one course implemented in-class simulation on the first day of the semester and lessons learned for future practice. The simulation utilizes evidence-based elements from the Clinical Judgement Model cognitive framework, ISBAR communication framework, Team-Based Learning approach, Constructivism pedagogy theory, Debriefing with Good Judgement framework, and leveling of critical outcomes throughout the curriculum. The simulation incorporates knowledge, skills, and attitudes acquired in the previous semester while previewing next-level critical-thinking skills that continue throughout the semester. Both learner and instructor receive real-time formative feedback. An extra bonus: learners leave having experience previews to their higher-order exam items and first earned points in the course!

Presenter:
Megan Rappleyea, Mennonite College of Nursing

Co-Presenters:
Joanna Willet, Mennonite College of Nursing
Patricia Pence, Mennonite College of Nursing

Teaching Civic Engagement in Politically Polarized Times

Location:
Online

Bringing together a community of scholars who found one another in CTLT's (RE)Design Your Course for Civic Engagement program, this session explores how the knowledge and approaches presented in this summer workshop can be implemented in various disciplines (education, art, political science, and communication) and levels (undergraduate and graduate). From community-engaged speakers to civic exercises, to class-wide research projects, the activities and assessments developed by these four scholars demonstrate a deep commitment to bridging the divide between the town and the gown. This panel will discuss, in turn, each of the approaches we have taken to be more responsive to the needs of the community, and the learning experiences of our students. Through a robust conversation addressing assignments, classroom discussions, readings, and other pedagogical innovations, this panel dialogue will offer suggestions for attendees to (re)conceptualize their own pedagogical approaches to be attuned to the needs of the communities within and beyond our classrooms, particularly in a moment of increased political polarization and division. 

Presenter:
Andrew Ventimiglia, Communication

Co-Presenters:
Gavin Weiser, Educational Administration and Foundations
Bert Stabler, Wonsook Kim School of Art
Julie Webber, Politics and Government

Course Civic Engagement with a Global, Multilingual Perspective

Location:
Online

This panel reflects on the intersections of two important university values: civic engagement and internationalization. A forum for highlighting experiences facilitating student work with/for speakers of non-English languages, it also aims to discuss instructor questions, needs, and challenges when attempting to (re)design a course with these goals in mind.

Presenter:
Erin Ponnou-Delaffon, Languages, Literatures and Cultures 

Co-Presenters:
Archana Shekara, Wonsook Kim School of Art
Marinelly Castillo, Languages, Literatures and Cultures
Juliet Lynd, Languages, Literatures and Cultures
Sandra Keller, Languages, Literatures and Cultures
Laura Edwards, Languages, Literatures and Cultures

Building Rich Relationships for International Students at ISU

Location:
Online

Research from the United States and other countries suggests that even "relationship-rich" campuses often exclude international students. In fact, the tendency for international students is to have few close relationships with domestic students, preferring first relationships with people from their own nation and region and second relationships with international students from other areas. In addition, international students might have more difficulty establishing the depth of relationships with faculty and staff that domestic students are able to form. In this panel, John Baldwin (Communication) shares findings from research about the benefits of having international students on campus and some of the relational dilemmas they face. Matt Schwab (OISP) will talk about International House and the Office of International Students and Programs and specific efforts those areas make to make ISU a more inclusive campus for international students. Iuliia Tettah (Agriculture) will discuss practical strategies built into the course design that create opportunities for domestic and international students to collaborate and build stronger and richer relationships in and outside the class. Finally, international and domestic students, past and present, will share narratives about their own experiences. The focus of the panel will be on strategies for building stronger relationships for our international students.

Presenter:
John Baldwin, Communication 

Co-Presenters:
Iuliia Tettah, Agriculture
Matt Schwab, International Studies and Programs
Oumaima Boulhna, Communication
Emily Lopata, Agriculture

What Do You Mean There's Something Wrong with My Reggienet Exam?

Location:
Online

The use of computer-based tests (CBTs) at universities is becoming more widespread, especially since the arrival of the COVID-19 pandemic. To minimize the chance of student answers getting lost during exams due to internet connectivity issues, instructors are often advised to create CBTs with a layout that places one question on each web page. In a recent experiment (n = 73, n = 86), we compared self-reported measures from undergraduate students who took a one-question per page exam with those who took an exam where all questions appeared on a single page. The results suggest that students who take a one-question per page exam experience more anxiety than those who do not. This session will present the results and offer guidance to instructors on making decisions for their CBT layout.

Presenter:
Will Lewis, Information Technology 

Co-Presenters:
Pruthikrai Mahatanankoon, Information Technology
Dean Plumadore, Information Technology

Please note: This session has been cancelled.

Student Selected Resource Program

Location:
Online

The Student Selected Resource (SSR) program utilizes students' home literacies to enrich the content of the course and promote the value of such literacies. The goal of the SSR program is to create connections between classroom discussions and students' personal lives and interests. This program allows the instructor to learn with and from the students, facilitating a classroom environment in which the roles of teacher and learner are shared by the instructor and the students. My study analyzes the classroom context produced by supporting student autonomy through involvement of student selected resources as well as the effectiveness of such a context for student success and engagement. The goal of this research is to develop a method to bridge the gap between the classroom and students' personal lives by incorporating resources that originate from their own personal interests and experiences which they feel are relevant to the course.

Presenter:
Zack Dukic, English

Please note: This session has been cancelled.

Addressing Dysconscious Racism through Course Design

Location:
Online

Dysconsciousness racism (DR) is described as a naïve habit of mind that justifies racial inequity by accepting unexamined norms. It is not unconscious, but rather habitually uncontested and almost certainly unrecognized. DR is then a form of racism that simply accepts dominant norms and privileges and is measured in three distinct and progressively more complete categories of understanding in the college classroom. In order to address DR in three classes (N=110), assignments were explicitly designed to promote varied types of learning and deeper understanding using Fink's (2013) model of Significant Learning Experiences. A pre-/posttest format indicated an average improvement of one category level. To explain this, a random 25% of each assignment was coded using directed content analysis (k=0.76). Results identified jigsaw discussion groups as Fink's integration, an understanding of the connections between information sources. A book review indicated human dimension, with students acquiring a better understanding about themselves and others. Assigned topical presentations (e.g., Is gentrification segregation?) and the final reflective essays showed similar evidence of improved self-directed learning and caring more about the subject matter. Results suggest that specific planning and intentional discussion can move students to improved understanding of social inequity with less dependency on habitual thinking.

Presenter:
Bill Anderson, Family and Consumer Sciences

Design and Implementation of Cross-Disciplinary Experiential Peer-learning Programs

Location:
Online

Creating spaces for students to learn with and from each other can enrich students' learning experiences and relationships. Peer-learning experiences are often designed in a near-peer format within a given discipline. In this research project, we present an overview of existing successful peer-learning models in higher education and present a reflection of our experimentation with the cross-disciplinary peer-learning programs between the School of Information Technology and School of Teaching and Learning. We use lessons learned from the said peer-learning pilot program to inform the design and implementation of future cross-disciplinary experiential peer-learning with cascading impact on K-12 through Metcalf Laboratory School. The collaboration spans across the three entities for the potential for advancing information technology self-efficacy, learning, and teaching practices for students in the schools of IT, Teaching & Learning, and Metcalf.

Presenter:
Elahe Javadi, Information Technology

Co-Presenters:
Robyn Seglem, Teaching and Learning
Kristi Sutter, Thomas Metcalf School
Angie Frazier, Education

Shrinking the Large Classroom with Nearpod

Location:
Online

Nearpod helps me engage a large class (100+ students) in active learning, retrieval practice, activating prior knowledge, and formative assessment. It makes the classroom a safe space, where it is okay to make mistakes and ask questions, creating a positive learning environment.

An opening chat prompt is designed to share bits of personal information among the students and me, creating a sense of community and connection. An opening reflection question activates prior knowledge and reinforces threshold concepts, facilitating retention and recollection of information. Each student submits an answer, avoiding having the same students answer each time. Posing questions throughout the class actively engages students in retrieval. These questions provide multiple opportunities for formative assessment. Students can evaluate their own understanding, receiving immediate feedback. Students post questions anonymously as we wrap up each segment. Students can ask questions without feeling exposed and receive immediate answers. This fosters a positive classroom climate and a supportive culture. At the end of class each student completes a closing reflection: sharing something learned in class, identifying gaps in knowledge, or specific actions to understand the material better. I review these after class and follow up as needed.

Presenter:
Liesel Mitchell, Accounting

An Intergenerational Comparison of Civility: Nursing Students and Faculty

Location:
Online

Nurse educators have long devised strategies to promote civility and combat incivility within nursing programs. Despite these efforts, incivility persists as a barrier to nursing education. Given the age gap between nursing students and their faculty, there may be significant variations in the way they perceive civility. Faculty may not fully understand what civility means to students, hindering their efforts to connect with students, educate them on this important concept, and ultimately elevate classroom culture. This descriptive, qualitative study utilized narrative analysis to explore intergenerational differences in perceptions related to civility among nursing students and nursing faculty.  A convenience sample of students (average age = 21) and a purposive sample of faculty (average age = 55) were interviewed. Notable differences in how nursing students and their faculty defined civility and incivility and how they perceived civil and uncivil acts among nursing students and nursing faculty were discovered. These findings may assist educators across all domains to better understand what civility and incivility mean to their students and better prepare them to connect with and educate their students, ultimately elevating classroom culture across campus.

Presenter:
Sheryl Jenkins, Mennonite College of Nursing

Go Writing on the Wall: Creative Thinking Modes and Collaboration

Location:
Online

I will share how social affordances of a new classroom space together with instructional strategies fostered an unusual climate of collaboration. Design studios are still commonly conceptualized as uniquely collaborative learning environments, where long contact hours devoted to design and feedback transform conventional instructor-student relationships into creative apprenticeships. Students, working together at all hours, are expected to learn as much from their peers as from the instructor. However, the digital age has changed the nature of studio classes. Students spend increasing amounts of time absorbed in their individual screens, physically together yet working alone. Early during the pandemic, I expected the isolation of studio students from peers and teachers to create insurmountable barriers. When we instead continued to function, I wanted to explore whether the studio could serve as active learning classroom (ALC). I suspected that if the space could foster students' engagement with each other, we might successfully reinvigorate the collaborative culture that had been declining in parallel with the deep implementation of personal computers into studio practices. The analysis of structured observations and student perceptions, collected in the form of semi-structured interviews, has led to findings that can inform teaching strategies and spaces across campus and departmental boundaries.

Presenter:
Elke Altenburger, Family and Consumer Sciences

Encouraging Rich Online-Discussions without Spending Every Moment Teaching Online

Location:
Online

Students learn from engaging conversations with their peers, from being part of a community of learners who develop a relationship with each other to explore course materials and ideas. These discussions require time, guidance, and effort to develop richly.  It can be difficult to replicate these meaningful conversations online for students especially in asynchronous environments. Conversations can feel forced, or the instructor can feel stretched to read and respond to all students and every post in order to get the conversation to develop or move in depth. Having taught online courses that include discussion for years, I will share different formats I have used to structure online asynchronous discussions.  I will focus on how I now structure discussions to develop rich conversations between my students, providing them with some of the agency and responsibility, and also allowing me to be well involved in the conversations even in a large (20+ students) class without spending an unreasonable amount of time. This structure for discussion would work with written forums or audio/video discussion (e.g. Flipgrid). Discussion "assignment" wordings for syllabi or assignment descriptions will be shared for anyone who wants a basis to start from in their own online class.

Presenter:
Sarah Boesdorfer, Chemistry