Session Descriptions for 2020 Symposium

Concurrent Presentations      Posters

Concurrent Session One (10:15 – 10:45 a.m.)

Light the fire: “Igniting” students’ confidence and ability to speak publicly 
Kathryn Berlin, School of Health & Human Sciences, IUPUI
Anthony Walker, College of Health and Human Services, Indiana State University

Ignite presentations (20 slides automatically advancing @15 seconds each) are a short presentation method commonly used at professional conferences. Adapting this method to classroom presentations helps to improve student speaking confidence while teaching effective presentation skills. This session provides a quick look into how to use Ignite to kindle student creativity, enhance engagement, and improve learning outcomes for oral presentations.

Integrating art-based inquiry into a course for elementary education
Laura Liu, School of Education, IUPUC
Dominique Galli, Center for Division of Undergraduate Education, Division of Research and Learning, IUPUI

This presentation will introduce a high-impact practice research course redesigned to integrate creative inquiry into elementary teacher education. Through the completion of various art-based projects, teacher candidates learn how to develop and implement creative, effective, and context-based civic-science elementary school curricula. The frameworks, research fields, and theoretical approaches that guided this work will be discussed.

Authentic assignments with authentic outcomes: Creating wicked-smart students
Deborah Oesch-Minor, School of Liberal Arts, IUPUI

AAC&U threw down the gauntlet in the LEAP Challenge: Create signature assignments to better prepare students for the complex challenges of our world. The goal? Graduating wicked-smart students. Sculpting authentic assignments for authentic audiences cultivates innovative, cross-disciplinary experiences for students. IUPUI's Writing Program is doing exactly this in W231 Professional Writing Skills through authentic assignments and ePortfolios. You can too. 

Vertical integration of engineering design in an undergraduate BME curriculum 
Steven Higbee, Purdue School of Engineering and Technology, IUPUI
Sharon Miller, Purdue School of Engineering and Technology, IUPUI

Biomedical Engineering (BME) programs tend to incorporate strong laboratory and project experiences aimed at preparing students for senior capstone; however, these sophomore- and junior-level experiences often lack emphasis on engineering design. We will share work that shows integration of design projects throughout BME lab courses improved both student knowledge of the engineering design process and student confidence in approaching design. 

Concurrent Session Two (11 – 11:30 a.m.)

Break it down again: Utilizing scaffolding to increase better transfer of learning for students
Carrie Hagan, IU McKinney School of Law
Alexandria Fox, eLearning Design and Services, IUPUI
Matthew Callison, eLearning Design and Services, IUPUI

Scaffolding involves a progressive introduction of skills and knowledge to enable a student to have greater educational understanding regarding the material introduced. When used to introduce complex concepts, scaffolding allows for clearer transfer of learning and student comprehension. Presenters will introduce the scaffolding method, course examples and available technology tools for educators to incorporate into their own courses. Courses improved both student knowledge of the engineering design process and student confidence in approaching design.

Exploring the use of Q Methodology to evaluate student perceptions of a novel gross anatomy course
Jessica Byram, IU School of Medicine

This study used Q methodology to evaluate student views of the Cadaveric Human Anatomy course. Students evaluated statements about overall course structure, pre-laboratory materials and activities, assessments, and quality of instruction. The results of this study provided valuable student feedback and allowed instructors to make revisions to the course structure and learning references based on detailed feedback from former students.

Applying students’ perspectives on different teaching strategies: A new look at service learning
Audrey Ricke, School of Liberal Arts, IUPUI

While students’ mastery of course content is often the focus of service-learning design and assessment, this presentation points out why students’ perceptions of service learning compared to other teaching strategies also matters. This presentation provides data on how undergraduates view service learning and how to apply this knowledge to revise the way we talk about and design service learning.

Using virtual reality in architectural design to overcome language barriers
Beth Huffman, Purdue School of Engineering and Technology, IUPUI

Virtual reality in university coursework has the ability to overcome barriers in many disciplines. It has been shown to increase an individual's visualization skills and overall understanding of a proposed design through the ability to teleport oneself through a proposed design. Session participants will have an opportunity to teleport themselves through the students' building designs to personally experience this technology.

Concurrent Session Three (11:45 – 12:15 p.m.)

A self- and peer-evaluation tool to assess and develop teamwork, communication, and leadership  
Dawn Kutza, Kelley School of Business, IU Bloomington

The Communications and Professional Skills department within the Kelley School created an electronic Self- and Peer-Evaluation tool to assess students’ Teamwork, Communication, and Leadership competencies and generate user-friendly student feedback reports across students’ four years at IU. The tool encourages self-reflection, fosters the identification of blind-spots, and helps students target specific areas for personal and professional growth.

Diversity of perspectives: A method of student engagement within the classroom and beyond
Eileen Taylor, College of Communication, Butler University

The Diversity of Perspectives model I developed assists students with embracing personal diversity brought to the first day of class; learning about the differences and similarities of others; and making informed decisions about how personal behavioral choices in an increasingly diverse world contribute to desired results. Student assignment reflection papers validate individual, new experiences contribute to their diversity of perspectives.

The IUK spring game series: Incorporating reacting to the past across multiple first-year courses 
Niki Weller, School of Humanities and Social Sciences, IU Kokomo
Karla Stouse, School of Humanities and Social Sciences, IU Kokomo

Three, first-year, general education courses at IUK are implementing the same Reacting to the Past game over the course of two weeks, requiring students to collaborate and strategize to meet the objectives of the game. The IUK Spring Game Series focuses on experiential and collaborative learning with the hopes of enhancing the first year experience and improving student retention. 

Enhance curriculum by enforcing cross-course knowledge integration
Shamima Mithun, Purdue School of Engineering and Technology, IUPUI
Xiao Luo, Purdue School of Engineering and Technology, IUPUI

In this curriculum-enhancement project, we redesigned one of our data-management courses to align with the trends of the IT industry. The objective of this project was to integrate a real industrial project into a high-level course curriculum, so that students can integrate and apply knowledge gained in low-level courses by participating in project-based learning. Evaluation results show positive impact.

Poster Presentations (2:15 - 3:30 p.m.)

1. Cystic fibrosis online education program strives to improve newborn screening diagnosis
   Julie Knapp, School of Public Health, IU Bloomington
   
   The development of professional project based experiences, that are student led, create leadership development opportunities that are unique and plentiful if connected to faculty professional service activities. The development of an undergraduate leadership council can provide hands-on experiential learning opportunities that are not commonplace in our curriculums.
   
   
2. A self- and peer-evaluation tool to assess and develop teamwork, communication, and leadership
   Dawn Kutza, Kelley School of Business, IU Bloomington
   
   The Communications and Professional Skills department within the Kelley School created an electronic Self- and Peer-Evaluation tool to assess students’ Teamwork, Communication, and Leadership competencies. Data for 2,300 students was compiled and analyzed in Spring 2018. This poster presents key differences in ratings, perceptions, and competencies—by gender and student status (domestic vs. international)—which can inform our teaching.
   
   
3. Partnering for success: Aligning student and faculty perceptions of good teaching in medicine
   Carly Marshall, IU School of Medicine
   Krista Hoffmann-Longtin, IU School of Medicine
   
   The purpose of this study is to explore and compare learner and faculty perceptions of the “optimal” learning experience in the outpatient clinical setting. Students and faculty were asked to rate the use and importance of “cognitive” aspects through survey questions about teaching content, methods, and environment as well as “non-cognitive” components, including emotional and interpersonal aspects of teaching.
   
   
4. Cystic fibrosis online education program strives to improve newborn screening diagnosis
   Rima Patel, IU School of Medicine
   Kim Denny, IU School of Medicine
   Maggie Ricci, eLearning Design and Services, IUPUI
   
   This program leverages the new "Diagnosis of Cystic Fibrosis: Consensus Guidelines" published in 2017 for the purpose of improving newborn screening diagnosis. Currently about 30% of Newborn Screening diagnosis of CRMS/CFSPID and CF are inaccurate at first posting. We partnered with eDS and utilized IU Expand as innovative approaches to develop and deliver it to CF programs across the country.
   
   
5. What if I’m not funny? Using humor as a teaching tool
   Mike Polites, School of Liberal Arts, IUPUI
   
   Research has indicated many benefits to teaching with humor including increased class cohesiveness, retention of material, and even stress reduction in students (Weimer, 2013). Led by a 15 year faculty member and professional comedian, you will learn about various methods for incorporating humor into your class as well as more of the ensuing benefits for students and faculty.
   
   
6. Building a culture of reflection and deep understanding using digital tools
   Jeremy Price, School of Education, IUPUI
   
   This presentation will offer grounding and practices for using technologies to engage your students in reflective activities that help you and your students recognize the understandings being constructed in class. Viewing reflection as a process of framing and reframing, this presentation exhibits technology-mediated activities to engage students in reflecting on the context, connections, coherence, and change of their learning.
   
   
7. Enhancing clinical reasoning skills in physician assistant students with a novel case-based approach
   Rebecca Rebman, School of Health & Rehabilitation Sciences, IUPUI
   
   Competency in clinical reasoning is paramount to making appropriate clinical decisions as physician assistants. Active learning pedagogies demonstrate effective methods for developing the clinical reasoning skills in medical education, though historically an organ system approach is used. The co-authors investigated a novel approach to case-based learning with a chief complaint approach to enhance clinical reasoning skills.
   
   
8. Implementation of a program-level ePortfolio for all kinesiology majors
   Rachel Swinford, School of Physical Education and Tourism Management, IUPUI
   Allison Plopper, School of Physical Education and Tourism Management, IUPUI
   Steve Fallowfield, School of Physical Education and Tourism Management, IUPUI
   Lisa Angermeier, School of Physical Education and Tourism Management, IUPUI
   Mark Urtel, School of Physical Education and Tourism Management, IUPUI
   
   Beginning fall of 2018, the IUPUI Kinesiology Department implemented a program-level reflective ePortfolio focused on the personal and professional growth for all undergraduate students in the Kinesiology Department. More specifically, the majors of Exercise Science, Fitness Management & Personal Training, and Physical Education Teacher Education utilize an ePortfolio in several courses throughout the entire undergraduate curriculum.
   
   
9. Becoming a professor: A collaborative autoethnography of PhD students’ first teaching experiences
   Matthew Walsh, School of Social Work, IUPUI
   Eprise Armstrong Richardson, School of Social Work, IUPUI 
   
   Teaching is a challenging endeavor, especially early in one’s career. Common issues result from both practical aspects of teachings and coinciding emotional feelings (both positive and negative). As such, it is important to examine this learning experience. This study utilizes collaborative autoethnography (CAE) to examine experiences of two PhD students during their first semester of teaching.