Concurrent Session One (10:15 – 10:45 a.m.)
Inspiring Students in STEM through Authentic Research in Global Health Grand Challenges
Kathleen Marrs and James Marrs, School of Science, IUPUI
How can we inspire students in introductory courses and engage them in real world problems? We have developed an introductory course designed to address students’ identity, expertise, and global impact as developing scientists by involvement in authentic research challenges that are scientifically important and integrate global health concerns that can be addressed in any discipline.
Breathing New Life into the Academic Program Review Process
Dedra Daehn, DeVoe School of Business, Indiana Wesleyan University
Erin Crisp, College of Adult and Professional Studies, Indiana Wesleyan University
For many institutions and participating faculty and administrators, the program review process can often be a boring, lifeless, “must do” process. The model used by IWU has been revamped to breathe new life into this process. The new structure and design of the process provides a framework for enhanced faculty engagement and meaningful interaction resulting in strategic improvement actions.
Learning Together: Active Learning in Classroom Peer Groups
Erin Engels, School of Liberal Arts, IUPUI
Peer groups and active learning techniques can be used in every discipline. Conference participants will leave this session with knowledge about the use of active learning techniques in peer groups and with ideas for new and easy to implement techniques centered around groups. Just like the active learning classroom, this session will be loud, interactive and fun!
Fostering Empathic Development within Engineering Curricula
Justin Hess, STEM Education Innovation and Research Institute, IUPUI
This presentation will provide an overview of the state of the literature on the integration of empathy within engineering curricula. Further, it will provide results of the analysis of critical incident interviews conducted with 19 engineering students at Purdue University who participated in an engineering ethics course. These findings can inform strategies for developing empathy in STEM curricula at IUPUI.
Practicing What We Preach: Creating Faculty-Led Communities of Practice
Adam Barragato and Amy Haston, Information Technology, Purdue University
The Active Learning Community of Practice (ALCoP) was a collaboration between support staff and instructors with the goal of creating an environment where faculty chart the trajectory of their learning. This presentation will share transferable lessons learned, strategies for enhancing collaborations between individuals in these roles, and key features of a community of practice (CoP) that lead to faculty engagement.
LEAP to Leadership Development: Supporting Student Success, Engagement and Structured Reflection
Deborah Getz, School of Public Health, Indiana University Bloomington
Strong leadership skills, asking for assistance, personal reflection, the development of critical and creative thinking, and engaging with the essential learning outcomes are key aspects of success in college and career. This interactive session outlines a variety of tools that can be incorporated into any course regardless of discipline. Ultimately, supporting student success in and out of the classroom.
Concurrent Session Two (11 – 11:30 a.m.)
Transferrable Skills Gained from Experience as a Peer-Leader in a PLTL Program
Anthony Chase and Prathima Lakmala, STEM Education Innovation and Research Institute, IUPUI
Pratibha Varma-Nelson, School of Science and STEM Education Innovation and Research Institute, IUPUI
Anusha Rao, IUPUI Center for Teaching and Learning
Peer-Led Team Learning has afforded many students with the ability to engage as a peer leader. These experiences give students transferrable skills that follow them into their professional careers. Interviews with former peer leaders indicate many skills that show up in various career fields many years later. Thematic analyses of these interviews are presented in this session.
Designing Taxonomies to Guide Quality Design of HIPs: Challenges and Opportunities
Julie Hatcher, Lilly Family School of Philanthropy, IUPUI
Matt Rust and Amy Powell, University College, IUPUI
Jennifer Thorington Springer, School of Liberal Arts, IUPUI
There is a lack of understanding how the variability of quality within HIPs leads to student outcomes (Finley & McNair, 2013). To increase campus capacity for assessment and support quality HIPs, faculty and staff have been actively involved in taxonomy development to guide course design. This session examines three different approaches to taxonomy development (i.e., service learning, internships, themed-learning communities).
Using Visible Thinking Routines to Teach Critical Thinking
Krista Hoffmann-Longtin, School of Liberal Arts, IUPUI
Visible thinking routines (VTR) are simple structures, such as a set of questions or a sequence of steps, that can be used across lessons and disciplines to promote critical thinking. In this session, participants will use VTRs to learn more about how these ac-tivities can encourage meta-cognition, information synthesis, and problem solving at both undergraduate and graduate levels.
Exploring Cognitive Dissonance between Instruction and College Students’ Real-World Challenges
Pam Britton Reese, College of Arts and Sciences, Indiana University-Purdue University Fort Wayne
Ludwika Goodson, Center for the Enhancement of Learning and Teaching, Indiana University-Purdue University Fort Wayne
In this study, we identify college students’ cognitive dissonance between instruction and clinical practice in a six-week literacy project for struggling young readers. We identify the type of cognitive dissonance episodes and strategies used for their resolution by using a research-based conceptual framework containing individual factors of perception, reflection, critical thinking, resistance, and external factors of difficulty and guidance.
Developing a Teaching Philosophy Statement through a Critical Reflection Process
Laura Romito, School of Dentistry, IUPUI
M. Kim Saxton, Kelley School of Business, IUPUI
Lisa Contino, School of Science, IUPUI
Educators should be able to articulate their teaching philosophy. However, it’s often challenging, in large part due to a lack of understanding of what one’s teaching philosophy actually is. Broadly applicable across faculty experience and discipline, this session provides an overview of the process of critical reflection which can guide faculty to discover, articulate, and document their teaching philosophy.
Integrative Learning in General Education and the Major: Faculty Building Student Communities and Learning to Love One Another‘s Disciplines
Andrew Buckle, Maureen Keller, Heather King and Claire Maxson, School of Liberal Arts and Sciences, Ivy Tech Community College, Indianapolis
Jason Roth, School of Advanced Manufacturing, Engineering and Applied Science, Ivy Tech Community College, Indianapolis
Faculty teams will share insights into the development and planning process for creating first-year learning communities as part of the AAC&U GEMs Pathways Project, in which student cohorts engage in experiential and service learning opportunities in student success and general education courses alongside introductory courses in their major. The focus of this discussion will be on faculty collaborations to develop interdisciplinary assignments that utilize an integrative learning structure and encourage student reflection in the form of an ePortfolio.
Concurrent Session Three (11:45 – 12:15 p.m.)
Embedding Collaborative and Entrepreneurial Experiences in the Classroom
Zebulun Wood, School of Informatics and Computing, IUPUI
In the majority of our students, confidence, when applying for a career, regardless of educational expertise or research area, can be found wanting. Soon-to-be media arts and science professionals instigate and exercise their confidence through the practice of soliciting and executing their craft in a safe arena; the classroom, in which the community is both the client and collaborator.
Using Taxonomies to Enhance and Sustain the Quality of High Impact Practices
Jennifer Thorington Springer, School of Liberal Arts, IUPUI
Brian Benedict, Campus Career and Advising Services, IUPUI
James Marrs, School of Science, IUPUI
Tom Marvin, School of LIberal Arts, IUPUI
Rob Elliott and Jennifer Williams, School of Engineering and Technology, IUPUI
“High-impact educational practices” (HIPs), when well designed, have been endorsed as effective for promoting active learning and increasing rates of student retention and engagement. IUPUI’s creation and implementation of taxonomies as frameworks to guide quality HIP design is helping IUPUI become a national leader in addressing the quality of HIPs to ensure students experience the high(est) level of engaged learning.
Learners’ Perspectives on ePortfolios: A Complement to the ePortfolio Showcase
Susan Kahn, IUPUI ePortfolio Initiative, School of Liberal Arts, IUPUI
Alex Clingerman, Hannah Eickhoff and Ghaliah Jali, IUPUI Students
Hear from a panel of student participants in the ePortfolio Showcase about their learning experiences with ePortfolios. Panelists from several disciplines and co-curricular experiences will discuss how ePortfolio engagement has helped them make connections across different learning activities, learn to think about their learning, reach insights about themselves, and discover how to present their knowledge, skills, and abilities to others.
Case-Based Education to Improve Learning and Faculty Teaching in a Clinical Setting
Elizabeth Wetzel, Diane Lorant, Sara Kane and Sarah Worrell, School of Medicine, IUPUI
Our multidisciplinary education workgroup identified insufficient time dedicated to teaching due to clinical responsibilities and time constraints on clinical rounds in the NICU. The group developed a peer reviewed repository of brief, interactive PowerPoint, case-based discussions to be facilitated by faculty or fellows on service at least 1-2 times per week with neonatal residents, medical students and nurse practitioners.
Creating Meaningful Syllabi: An Exercise in Reflection
Aimee Zoeller, Division of Liberal Arts, IUPUC
Syllabus and assignment design begins the story-telling and story-sharing process between the instructor and student. The syllabus is not simply a place to store the schedule or bureaucratic polices, but can be a site for mindfulness and intentionality; a place where students who have been historically marginalized can continue the work of forming an identity as active learners.
Launching and Sustaining Multi-Institutional Networks to Foster Innovations in Teaching
Kathy Johnson, Executive Vice Chancellor and Chief Academic Officer, IUPUI
TJ Rivard, Associate Vice Chancellor for Academic Affairs, IU East
William McKinney, Senior Advisor for Regional Campus Affairs, Indiana University
This LEAP Indiana session will include reflection on lessons learned since the “birth” of LEAP Indiana through the AAC&U Faculty Collaboratives initiative. Participants will consider the value that faculty networks have beyond one’s institution for leadership development, SoTL research, and sharing of experiences related to student learning. Opportunities for participating in LEAP-related projects in Indiana and beyond will be shared, and discussion will address how faculty networks might catalyze individual and systemic change through the sharing of ideas and the conduct of SoTL research.
Poster Presentations (2:15 - 3:30 p.m.)
Online Faculty Mentoring: Remote Means to Provide Supervision and Improve Performance
Lisa Ackland Carriere and J. A. Craig Edwards, College of Adult Professional Studies, Indiana Wesleyan University
Online faculty have a need for mentorship, but by necessity it looks different than full-time faculty mentoring. The presentation seeks to address the deep need for assessment and mentoring of remote instructors, questions whether or not the tool we have produced is meeting its goals, and seeks broader application and feedback to answer those questions.
The Effect of a High Fidelity Simulation Experience on Acute Care Confidence in DPT Students
Amy Bayliss, School of Health and Rehabilitation Sciences, IUPUI
Valerie Strunk, School of Health and Rehabilitation Sciences, IUPUI
Limitations in didactic training and opportunity for clinical exposure provide challenges when preparing Doctor of Physical Therapy (DPT) students for acute care clinical practice and the intensive care unit. The purpose of this case analysis was to determine if a high fidelity human simulation (HFHS) experience could impact acute care confidence and therefore clinical readiness in DPT students.
A Poverty Simulation Experience in Baccalaureate Nursing Education
Katie Busby, School of Nursing, Indianapolis
It is well known in health sciences that poverty and socioeconomic status greatly impact health; and it is vital for students to understand this. Through this simulation, faculty sought to create a learning experience for students that developed a deeper understanding of the realities faced by people in poverty and to provide a positive simulation experience.
Engage Students with Automated Hypothetical Case Study
Oi Lin Cheung, School of Business and Economics, IU East
Case method is an effective teaching approach for finance courses. However, students might be scared by the complexity of the case studies which often include a lot of numbers and require various calculations. This poster presentation will demonstrate how the use of automated hypothetical case study (with an answer-checking and guided solution template) will help engage students in their studies.
CUREs Facilitate Persistence and Success in Science Majors and can Accelerate Curriculum Change
Annwesa Dasgupta, STEM Education and Innovation in Research Institute, IUPUI
Research-based learning taking place in biology laboratories had been identified an efficient way to teach undergraduates about scientific research, but making it widely accessible is often a challenge. In this study, we present CUREs (Course Based Undergraduate Experiences) as a model to offer authentic research experiences in a course-based format accessible to large populations of undergraduates in biology.
Exercise is Medicine®: An Interdisciplinary Collaboration Success
Stephen Fallowfield, Austin Sabo, Rachel Swinford, Nicole Keith and Corbin Barocas, School of Physical Education and Tourism Management, IUPUI
Jacob Leachman, Kinesiology, Franklin College
James Hotz, School of Medicine, Indianapolis
An IUPUI Kinesiology Department and IU School of Medicine collaboration results in a unique program. IUPUI Kinesiology faculty teach six Exercise is Medicine® (EIM®) instructional modules to Internal Medicine residents. Undergraduate exercise science students deliver fitness assessments and create individualized exercise prescriptions for resident physicians; increasing their knowledge and understanding of EIM® content. Pre-assessments and post-assessments measure planned learning outcomes.
Novel Strategies and Technologies Simultaneously Deliver Interdisciplinary Course to Nine Sites
Mari Hopper, School of Medicine, Evansville
In response to curricular reform, a particularly effective new approach was developed for a course offered at all nine IUSM centers. Participants will learn about interdisciplinary planning, implementation of a “Grand Rounds” approach, novel use of audience response system for retrieval practice and formative assessment of teaching methods, and how Bloom scale ratings relate to student engagement and focus.
IPE Experience for Dental and Nurse Practitioner Students: A Pilot
Joan Kowolik and Richard Jackson, School of Dentistry, Indianapolis
Kathleen Kent and Carol Clark, School of Nursing, Indianapolis
This project involved dental and nurse practitioner students in a simulated clinical setting learning new skills from each other. Using a validated questionnaire, data was collected before and after the experience as to their impressions of IPE. Initially students reviewed online didactic modules concerning their profession’s role in collaborative practice, and the value of IPE and IPP in healthcare.
Class-as-Crew: A Pedagogical Method for Teaching Filmmaking
C. Thomas Lewis, School of Informatics and Computing, IUPUI
This poster will explain the use of a cognitive apprenticeship model in an authentic learning context to teach video production skills. Class-as-Crew is centered on learning through doing to teach professional practices associated with on-set production. The session will present the implementation of the model and techniques used for formative and summative student assessment.
Failure of an Educational Intervention to Improve Consultation and Implications for Healthcare
Megan Litzau, School of Medicine, Indianapolis
There is currently no standardized method for physician to physician consultation, and no specific guidance on teaching consultations to physicians in training. A brief intervention may not be enough to change complex behavior such as consultant communication. Future investigations should focus on both those delivering as well as those receiving a consultation.
Standards-Based Specifications Grading in a Partially Online Course
Julie Mendez, Division of Mechanical Engineering, IUPUC
Standards-based specifications grading (SBSG) was implemented in a partially online course, and student performance was compared with student work in the same course taught face-to-face. In SBSG, students are given requirements of a successfully completed assignment, and work is typically evaluated on a pass/fail basis. After receiving feedback, students have opportunities for re-assessment.
Real World Experiences and College Writing: Using WIX ePortfolios to Meet the AAC&U LEAP Challenge
Deborah Oesch-Minor, School of Liberal Arts, IUPUI
Makala Carbins, Student from Stretch W130-131, Health Sciences, IUPUI
Melissa Yarger, Teaching Assistant for Stretch W130-131, IU Social Work, IUPUI
Justin Wheelan, Student from Stretch W130-131, Criminal Justice, IUPUI
In 2015, AAC&U announced “The LEAP Challenge: Education for a World of Unscripted Problems.” The goal: better prepare students to “understand and manage complexity, diversity, and change” through “high-level transferrable skills, including communication.” IUPUI’s Stretch courses meet this challenge by integrating HIPs like experiential learning and reflection with multimodal discourse strategies and a WIX ePortfolio. Students live the curriculum.
Effect of “Hand-Holding” on College Student Performance
Milena Petrovic, School of Science, IUPUI
There is a growing demand to meet students’ needs in higher education. Current study aimed to investigate whether a specific teaching strategy made possible by technological progress is helping or hurting student performance. Specifically, we assessed whether the amount of online course reminders affects student performance across different course-related learning measures.
Integrating Design Thinking Principles into a Capstone Course
David Pierce, School of Physical Education and Tourism Management, IUPUI
The purpose of this presentation is to show how the principles of design thinking, a user-centered methodology used to solve problems and find desirable solutions for customers, can be used as a teaching method that underpins capstone courses seeking to get students to think critically and develop innovative solutions to problems facing community partners or the discipline at large.
Using Social Media to Foster Students’ Engagement and Connection with the Communities
Natalia Rekhter, College of Health and Human Services, Governor State University
This presentation discusses experiences of using Social Media for various classroom activities. Topics covered include: challenges and opportunities related to the use of social media for discussion boards, service-learning projects, and Internship; development of institutional policies for the use of SM in the classrooms; tools for measuring social media effectiveness and students engagement.
We Planned an Orientation But Built a Shopping Cart: Transforming Orientation for Online Students
Julia Sanders, eLearning Design and Services, Indiana University
Mitchell Farmer, Office of Online Education, Indiana University Bloomington
Alison Bell, Degree Completion Office, IUPUI
IU Online developed a comprehensive orientation program for fully online undergraduate students enrolled at one of the university’s six campuses. During this session we will show samples of the onboarding platform, explain how we check student knowledge, and discuss the development process — including why we changed the name from orientation to onboarding.
Integrating Backward Design and Critical Reflection in Pre-Professional Undergraduate Course Redesign
Shana Stump, School of Liberal Arts, IUPUI
As integrated and applied, theories of “backward design” and “critical reflection” provide an effective framework for course redesign. Here, a pre-professional undergraduate introductory F2F course transitioned online. A robust, reflective planning process resulted in several new outcomes and assessments, increased enrollment, and met both internal and external quality standards for online course offerings.
Building Scientific Process Skills and Understanding Across a Curriculum
Kristy Wilson, Abigail Burnett and Adam Travi, College of Arts and Sciences, Marian University
Students often do not understand the scientific process as a fluid, ongoing process. High-impact practices like Course-based Undergraduate Research Experiences build scientific process skills, but are difficult to assess. We will discuss assessment of the scientific process before and after students participated in multiple research experiences in their courses. This innovation has resulted in increased retention and degree completion.