Poster Presentations (2:25–3:10 p.m.)
Active Learning Pedagogy and the KDKA Instructional Design Model
Fawzi Benmessaoud, IU School of Informatics and Computing, Indianapolis
This poster describes the process used to design and develop curriculum using active learning pedagogy and the KDKA ID model. This model affirms embedding active learning pedagogy and the KDKA ID concepts, which includes analyzing learners’ background information, identifying types of content knowledge, constructing intended learning outcomes, designing interactive teaching and learning activities, and developing the evaluation and fitting assessments.
Student development of a Concept-Based Clinical Curriculum for Real World Experience
Mary Bourke, IU School of Nursing, Kokomo
Lesley Connolly, IU School of Nursing, Kokomo
This poster presentation will highlight experiential learning and reflection within a real world context that occurred in an MSN Nursing Education course “Curriculum in Nursing.” Instructional theory and the final product developed by students will be articulated, and how the product provided an evaluation of course learning outcomes.
Evaluation of an Interactive Histology Review Session for Medical Student Statewide Exam Preparation
Keely Cassidy, IU School of Medicine, Bloomington
Barbie Klein, IU School of Medicine, Bloomington
Completion of the first semester of medical school is marked by cumulative statewide subject examinations and while high scores are required for degree progression, there is a lack of assistance in preparation for these exams. This project fulfills this need in one subject area, with a formal and interactive histology review session that incorporates scaffolding, integration, and peer learning.
The Impact of Medically-Related Experiences on Spatial Ability: Instrument Creation
Allison Chatterjee, College of Osteopathic Medicine, Marian University
The aim of this study was the development of an electronic survey and battery of spatial tests to be pilot tested on a voluntary sample of medical students at MUCOM. This descriptive study focuses on modifications and adaptations made to both survey questions and original paper-and-pencil versions of spatial ability tests in order to administer them in an electronic format.
Finding Purpose in Research Through Civic Engagement and Experiential Learning Opportunities
Sharron Crowder, IU School of Nursing, Indianapolis
Civic engagement, critical reflection, and discourse are strategies to help undergraduate students identify the relevance of their research. Nursing groups will conduct literature reviews on the health consequences and specific populations' use of e-cigarettes. Through civic engagement with the American Lung Association and American Cancer Society students explore the relevance of research to policies, advocacy initiatives, and nursing leadership roles.
Atychiphobia: An Epidemic Among Millennial Students, and Thoughts About an Antidote
Christina Downey, IU School of Humanities and Social Sciences, Kokomo
This presentation will describe the "Millennial" generation, and the disconnects that often emerge between these students and higher ed faculty. Emphasis will be placed on student experiences that may contribute to their perspectives on college education. It will then introduce a possible reframe of Millennial behaviors for faculty to consider, which may assist faculty in their work with them.
Learning by Doing: Using Simulations to Create an Active Learning Environment
Erin Engels, IU School of Liberal Arts, Indianapolis
Is it possible to learn introductory material and have fun at the same time? Absolutely! Simulations allow students to take a list of abstract course terms and concepts and apply them to actual situations within the discipline. Students engage in critical thinking and expand their knowledge of key concepts while working through scenarios that apply to course materials.
Student Perceptions and Their Influence in the Instructional Redesign of Online Learning Components
Matthew Holley, IU School of Medicine, Indianapolis
Hayley Mayall, College of Education, Northern Illinois University
Scott Renshaw, IU School of Medicine, Indianapolis
Shannon Cooper, IU School of Medicine, Indianapolis
This session will demonstrate how student perceptions of learning directly can be used to influence the formative evaluation and subsequent revision to a “choose your own adventure,” online learning component in a medical school curriculum. The presentation will describe the initial development of this specific learning component, evaluation tools used by students, and the implementation of changes using best practices
Taking a Culture on Assessment Culture
Sherry Jimenez, College of Osteopathic Medicine, Marian University
Sarah Zahl, College of Osteopathic Medicine, Marian University
Marian University College of Osteopathic Medicine (MU-COM) supports a curricular model based on recommendations from the Carnegie Foundation’s report, Educating Physicians: A Call for Reform of Medical School and Residency. Designing a coding structure to accompany exam questions for curricular quality assurance in a way that fosters a focus on data driven improvements among key stakeholders will be displayed.
Increased Student Engagement and Performance in Interactive Science Courses
Parul Khurana, IU School of Natural Science and Mathematics, Richmond
Hitesh Kathuria, IU School of Natural Science and Mathematics, Richmond
Traditional undergraduate science courses were modified to include purposeful questioning, problem solving, and group worksheets sprinkled through the lecture. Model building, poster making, and group presentations were other active learning techniques that increased student engagement and satisfaction. Furthermore, in-class quizzes and out-of-class online assignments, improved student performance. Overall, the amalgam of traditional and active learning strategies aided in student learning.
Towards Building Community by Embracing Diversity (in Computer Science and All Disciplines)
David Largent, College of Sciences and Humanities, Ball State University
Because Computer Science (along with most STEM disciplines) is far from diverse, we had CS students engage with diversity topics and activities, with the goals of them taking ownership of it, and creating a better future. Pedagogical approaches utilized in this initiative can easily be modified for use in any discipline, with many of them requiring no adaptation before use.
Looking through the Lens: Using Film to Deepen Student Engagement, Critical Thinking, and Analysis
Sarah Layden, IU School of Liberal Arts, Indianapolis
Mark Harper, IU School of Liberal Arts, Indianapolis
Engagement through a visual text such as a film serves as a way to broaden student learning experiences in writing classes, and can be applied with ease to other disciplines where instructors want to deepen critical thinking and analysis. Through a close reading of a film related to other course content, students complete work as multi-layered as films often are.
Academic Integrity as a Learning Opportunity for our Students
Gina Londino, IUPUI School of Science
Sara Lowe, University Library, IUPUI
Ken Wendeln, Kelley School of Business, Indianapolis
Kate Thedwall, IU School of Liberal Arts, Indianapolis
Doug Acheson, Purdue School of Engineering and Technology, Indianapolis
Diana Sturek, Kelley School of Business, Indianapolis
Walking through IUPUI Lecture Hall, one sees colorful words hanging from the ceiling, such as “Success” and “Knowledge”. These words represent the fruits of a successful college career at IUPUI. Another one of the banners reads “Academic Integrity”. Through informational and interactive exchange this poster intends to instill a sense of urgency and proud adherence to these words academic integrity.
Preparing Students for Success on Exams: Readiness Assurance Tests in a Graduate Statistics Course
Pam MacLaughlin, IU School of Nursing, Indianapolis
Rebecca Ellis, IU School of Nursing, Indianapolis
Lisa Carter-Harris, IU School of Nursing, Indianapolis
In a graduate-level statistics course we used Readiness Assurance Tests (RATs) to examine the effect of formative feedback on student self-efficacy, learning experience, and exam performance. This presentation describes the theoretical background for the intervention, the nature of the feedback, and the results. The aim of this study was to foster readiness for statistics exams.
Maximizing Pediatric Nurse Practitioner Student Education by Sharing of Resources
Tracy Magee, IU School of Nursing, Indianapolis
The goal of this project uses technology to bridge distance and decrease faculty work load by sharing local resources. In addition this project builds professional networking among students.
Integrating Just-in-Time Teaching at Multiple Levels of Nursing Education
Angela Opsahl, IU School of Nursing, Columbus
Peggy McLaughlin, IU School of Nursing, Indianapolis
Deborah Judge, IU School of Nursing, Columbus
Sharron Crowder, IU School of Nursing, Indianapolis
Nurse educators strive to meet student learning needs. Advances in technology-based teaching strategies have prompted nurse educators to consider different methodologies. Just-in-Time Teaching (JiTT) is designed to foster learning, stimulate discussion, and inspire creativity in both students and educators. The purpose of this research was to assess JiTT as pedagogy in various program levels and settings of nursing education.
Classroom Civility: Continuing the Conversation
Nancy Goldfarb, IU School of Liberal Arts, Indianapolis
Mary Ann Frank, Purdue School of Engineering and Technology, Indianapolis
Desirae Masterson, IU School of Liberal Arts, Indianapolis
Leslie Miller, IU School of Liberal Arts, Indianapolis
Steve Overbey, IU School of Liberal Arts, Indianapolis
Edward Rhoads, IUPUI School of Science
Ian Sheeler, IU School of Liberal Arts, Indianapolis
Kate Thedwall, IU School of Liberal Arts, Indianapolis
Civility includes the full spectrum of faculty interactions with others, including but not limited to students, staff, other faculty, and campus administrators. Our hope is that everyone who engages with the presenters of this poster will be sincere in their desire to make our campus a more civil community.
Outcomes of a Structured Remediation Curriculum for Senior Medical Student Patient Care Skills
Cory Pitre, IU School of Medicine, Indianapolis
Brandy Herriott, IU School of Medicine, Indianapolis
We developed, validated, and implemented an online remediation curriculum for senior-level patient care skills. The course focused on both diagnostic reasoning and communication skills and was delivered via Canvas. Students completing our course reported an improved self-efficacy belief regarding both patient history-taking and interpretation of patient data. Student clinical exam performance indicated an improvement in both documentation and history-taking.
Impact of Social Media on Engagement of Adult Learners who are Studying in Hybrid Environments
Natalia Rekhter, Department of Business and Leadership, Saint Mary-of-the-Woods College
Lately higher education has been experiencing substantial growth of hybrid and on-line programs that attract adult learners. Among concerns associated with this growth are adult students’ engagement and persistence. This study investigates how undergraduate adult students studying in a hybrid environment engage on campus through the use of social media sites, Facebook posts, and discussions.
To Text or Not to Text: Teaching the Drafting Process with Transformative Text Messaging and Tweets
Lisa Siefker-Bailey, IU Division of Liberal Arts, Columbus
This poster will demonstrate how I have harnessed my students' verbal acuity by encouraging them to generate ideas using the form of text messages, tweets, and other digital applications which are high in their comfort zones. While I have used this method to teach the literary analysis essay, it would work to support a wide variety of writing projects.
Improving First-Year Student Research and Information Literacy Pedagogy by Integrating Librarians
Sean Stone, IU School of Dentistry, Indianapolis
Sara Lowe, University Library, IUPUI
A faculty member and librarian collaborated to adapt a new programmatic IUPUI Bridge/FYS information literacy curriculum to a highly disciplinary, pre-professional course (Dental Hygiene). It was only close collaboration and multiple levels of library intervention that allowed the development of information literacy instruction that met all the needs of students in the first-year experience.
A Peer Mentoring Model for Student Engagement, Co-Curricular Learning, and Professional Development
Kamilah Walters, Division of Undergraduate Education, IUPUI
Macy Ballard, Division of Undergraduate Education, IUPUI
Kyle McElyea, Division of Undergraduate Education, IUPUI
Elena Peters, Division of Undergraduate Education, IUPUI
The Life-Health Sciences Internship Program is a framework of experiential learning for IUPUI sophomores and juniors. The program enhances student learning outside of the classroom to improve retention rates. The addition of Intern Ambassadors--previous interns who have experienced the program as peer mentors--is a model of effective peer mentoring that can be applied to other co-curricular learning initiatives.
Creating a Holistic Learning Process to Support Student Success and Competence
Sarah Zahl, College of Osteopathic Medicine, Marian University
Sherry Jimenez, College of Osteopathic Medicine, Marian University
As institutions face increasing pressure from accrediting bodies, it is imperative to provide evidence of translating data to practice. Further, we need to show how we are connecting teaching with student affairs initiatives to provide a holistic education. This poster illustrates how we use academic performance data to inform admissions practices, advising assignments, and tailored support for remediation students.
