Concurrent Session One (10:15 – 10:45 a.m.)
Smartphones Welcome: Utilizing Personal Mobile Devices in Active Learning
Richelle Brown, IU College of Arts and Sciences, Bloomington
Smartphones can be a powerful teaching and learning tool. Using Technology-facilitated Multidimensional Self-refl ection (TFMSR), an active learning method, students utilize their smartphones to contrast the effi cacy of their communication skills with those of their classmates by critiquing their responses and those of their peers. This session will demonstrate the method and how to adapt it to your classroom.
Cohorting the Undeclared: Establishing Early Student Success for the Undeclared Student
Niki Weller, IU School of Humanities and Social Sciences, Kokomo
The goal of this teaching initiative was to create a unique cohort experience for incoming freshmen who were interested in the Humanities and Social Sciences, but had yet to declare a major. Using a block schedule and weekly seminars specifi c to the cohort, the focus was to enhance student engagement, create awareness of degree options, and diminish attrition rates.
Novel Approach to Interprofessional Education
Tawana Ware, IU School of Dentistry, Indianapolis
Health care professionals collaborate within the ubiquitous interprofessional settings of healthcare, but without training in how to do so. This project draws on Kolb’s Experiential Learning Cycle to help occupational therapy and dentistry students achieve competency at the “exposure” level of the IU TEACH (Team Education Advancing Collaboration in Healthcare) framework, the fi rst steps to developing skills in interprofessional collaboration.
Civility in the Classroom: Continuing the Conversation
Nancy Goldfarb, IU School of Liberal Arts, Indianapolis
Edward Rhoads, IU School of Science, Indianapolis
Leslie Miller, IU School of Liberal Arts, Indianapolis
Michelle Clemons, IU Kelley School of Business, Indianapolis
Ian Sheeler, IU School of Liberal Arts, Indianapolis
Lynn Jettpace, IU School of Liberal Arts, Indianapolis
Kate Thedwall, IU School of Liberal Arts, Indianapolis
Mary Ann Frank, Purdue School of Engineering and Technology, IUPUI
This session on civility in higher education will discuss how an increasingly uncivil public discourse is aff ecting our college classrooms. Participants will have an opportunity to consider scenarios of classroom civility challenges and then have an opportunity to discuss possible ways of addressing them. Our survey research fi ndings and a Civility Toolkit will be shared, along with suggestions for implementation.
Showcasing Student ePortfolios: Learners’ Perspectives on a High-Impact Practice
Susan Siena, IU School of Public and Environmental Affairs, Bloomington
This presentation investigates whether active learning techniques can change students “news habits,” defi ned as how students acquire information about current events. The author surveys students in an introductory public policy course; students are asked to report on their sources of current events information and also to track their time spent with various media.
Concurrent Session Two (11 – 11:30 a.m.)
Designing an Online Role Play to Facilitate Student Engagement in Cultural Competency Development
Beth Townsend, IU School of Nursing, Indianapolis
An asynchronous online role play was designed for baccalaureate nursing students to augment traditional classroom lessons on cultural competency. The overarching goal of the role play is to encourage engagement in learning, critical thinking, empathy and appreciation for diversity and cultural awareness through immersion in a fictitious scenario authenticated by evidence-based research..
Modeling Activities to Increase Students’ Knowledge Integration across a Course and Beyond
Kristy Wilson, College of Arts and Sciences, Marian University
Modeling was employed in a Genetics course to increase understanding of course content and to integrate understanding across the course. The modeling questions diff ered between the two sections between having generalized situation vs specifi c example. The presentation will discuss the modeling, research data, and how the model can be used across disciplines to build students connections between topics and subjects.demonstrate the method and how to adapt it to your classroom.
Exercise is Medicine
Rachel Swinford, IU School of Physical Education and Tourism Management, Indianapolis
A recent partnership between the IUPUI Kinesiology Department and IU Health Residency program provides benefi ts to both departments. Kinesiology students and faculty provide knowledge in physical activity by evaluating residents through a comprehensive fi tness assessment, individualized exercise prescription, and Exercise is Medicine education modules. The partnership fulfi ls requirements for Kinesiology students’ internal capstone course and medical residents’ Lifestyle Medicine rotation
Can Active Learning Change Students’ News Habits?
Susan Siena, IU School of Public and Environmental Aff airs, Bloomington
This presentation investigates whether active learning techniques can change students “news habits,” defi ned as how students acquire information about current events. The author surveys students in an introductory public policy course; students are asked to report on their sources of current events information and also to track their time spent with various media.
Tracking Student Process through the Design Process
Beth Huff man, Purdue School of Engineering and Technology, Indianapolis
In the design industry, professionals are concerned with the design process, critical thinking skills, and the fi nalized design product. This inquiry focuses on how an interior design instructor included instructional technologies of an ePortfolio and digital stories to document and highlight the creative process work, the fi nished product and personal refl ections from students’ designs for the duration of the semester.
Concurrent Session Three (11:45 – 12:15 p.m.)
Student Preference of 3 Types of Video Modules
Kimberly Beck, College of Pharmacy and Health Sciences, Butler University
Self-study video modules with embedded quizzes were created, using three diff erent formats (TED-Ed Lesson, Lightboard, and Voiceover Slideshow video recordings), to provide students with multimodal background material. The modules were assessed for student preference and the impact of providing points to embedded quizzes in an eff ort to determine the optimum method of presenting material with the goal of universal participation.
Strategies for the Development and Utilization of Undergraduate Teaching Assistants in ALCs
Julie Knapp, IU School of Public Health, Bloomington
To facilitate active learning, universities have been building active learning classrooms that promote greater interaction and student teamwork compared to traditional classrooms. Large ALCs present a challenge for the instructor to ensure that students are fully participating and engaged with learning activities. This project supports the use of UTAs to ensure that students are receiving appropriate support in the classroom.
Finding the Right Fit: Helping Students Apply Concepts to Real-World Service Learning Contexts
Audrey Ricke, IU School of Liberal Arts, Indianapolis
Moving beyond memorization to the application of core concepts and theory is important, yet a common problem that faculty encounter is students struggling with applying concepts to the real-world or selecting the appropriate theory. This paper provides a model for scaff olding class activities and assignments to guide students through the process that can be adjusted depending on course level.
Assessing Histology in an Integrated Medical Curriculum – Digital Slidebox and Bloom’s Taxonomy
Allison Chatterjee, University College of Osteopathic Medicine, Marion University
Students in all disciplines and all levels of education are at risk for isolation, which can undermine educational performance and even compromise self-care. In this project, we developed a program called “Connections,” which enables medical students to develop and maintain a greater sense of connection at their highest-risk stage, medical school’s third year
Making a Practice High-Impact
Susan Scott, IU Offi ce of Planning and Institutional Improvement, Indianapolis
What does it mean that George Kuh and AACU have designated ePortfolios as the eleventh High Impact Practice? Learn more about how eff ective ePortfolio practice facilitates integration of other HIPs across a student’s academic trajectory, thus serving as a Meta High Impact Practice to strengthen student engagement and learning.
Poster Presentations (2:15 - 3:30 p.m.)
The flipped classroom in physical therapy – leaving the lecture hall behind?
Keith Avin, IU School of Health and Rehabilitation Sciences, Indianapolis
Amy Bayliss, IU School of Health and Rehabilitation Sciences, Indianapolis
The purpose of the study was to determine if a fl ipped classroom improves knowledge integration, identify skill defi ciencies prior to examination and align pedagogical and clinical practices of autonomous learning. The fl ipped classroom requires more eff ort for the instructor, places more responsibility on the learner but has the opportunity to enhance collaboration between the student and instructor.
Understanding “Archives” as Threshold Concept for Information Literacy in Undergraduate Research
Laura Clapper, IU College of Arts and Sciences, Bloomington
We designed a multidisciplinary English course to help undergraduate researchers interrogate contrasting meanings of “archives” underlying research endeavors bridging the discipline of English and library and information-science. This presentation justifi es undergraduate training in applied learning and “archives” and describes course activities. The instructor will share curriculum innovations as well as student work and outcomes related to metacognitively negotiating discipline specific “archives.”
Examination of Systemic Oppression Through Service Learning: The ePortfolio as a Self-Refl ective Tool
Deborah Keller, IU School of Education, Indianapolis
This poster presentation will depict the use of ePortfolios in an Education course to refl ect students’ service learning experiences as they relate to course curriculum that examines elements of oppression and how they impact youth in schools.