Plenary (9:10-10:00 a.m.)
Concurrent Session One (10:15 – 10:45 a.m.)
Interactive Sessions
TED-like Talks
Show and Tell
Concurrent Session Two (12:15 – 12:45 a.m.)
Interactive Sessions
TED-like Talks
Show and Tell
Micro-Presentations (2:20 – 3:20 p.m.)
Collaborative Teaching: Modeling Integrative Practices to Improve Reflective and Equitable Teacher Candidates
A'ame Joslin, PhD, Clinical Assistant Professor, Education Policy Studies, and Lawrence Ruich, PhD, Clinical Assistant Professor; Special Education Coordinator, Division of Education, IUPUC
As colleagues in teacher preparation in special education and reading instruction, the silos within which we were delivering our course content became evident in candidates’ final products. We partnered to provide explicit instruction to improve planning, reflection, and the creation of equitable learning environments. This allowed candidates to deliver final products that are integrated, reflective, and explicitly aware of inequities.
Do I Know What I Know? Improving Metacognitive Calibration
Tina Chen, PhD, Lecturer, Psychology School of Science, IUPUI
Metacognitive calibration, or how accurately students know what they know, can affect whether students change study habits. In 3 Statistics sections, I asked students to predict how well they would perform on a worksheet, how well they actually performed, how accurate they were, and how they would prep for the exam. Practicing these skills in class could benefit students.
Grumpy Cats, Success Kids, and Willy Wonka: Using Memes to Promote Student Engagement
Jennifer Price Mahoney, MA, Senior Lecturer in English; Associate Director, IUPUI Writing Program School of Liberal Arts, IUPUI
To add levity, foster engagement, and create a conducive learning environment, instructors can use memes in their online classes. This session will show instructors three simple ways to use memes, bringing their own persona to the online space and encouraging student engagement. Memes can be incorporated into the course Canvas page, in Zoom meetings, or in-class exercises.
Measuring Students Learning Outcomes for an Unfolding a Case Study
Nila Reimer, PhD, RN, CNE Assistant Professor School of Nursing, IUFW
Unfolding case studies are commonly used as teaching strategies for enhancing nursing students’ deeper thinking skills. There is a lack of objective, empirical measurements for evaluating student learning outcomes as a result of their engaging in unfolding case studies. This project will propose measurements of students’ learning outcomes that will provide a basis for beginning tool development.
Small-group Hands-on Instruction and Learning: An Effective Tool for Teaching
Dr. Chandni Batra, BDS, MSD, Visiting Clinical Assistant Professor, Periodontology Indiana University School of Dentistry, IUPUI
This presentation describes a supplementary course led by me on periodontal instrument sharpening for the third- and fourth-year dental students in groups of seven. The course was very well accepted by all students and gave me a wonderful opportunity to focus on the one-to-one interaction more efficiently. Positive feedback was received from students in the form of a questionnaire-based survey.
Teaching Revision in Online Creative Writing Courses
Hannah J. Haas, MFA, Senior Lecturer School of Liberal Arts, IUPUI
This presentation addresses challenges of teaching the extensive revision processes creative writers use to students in online introductory creative writing courses. To encourage self-regulated learning, a multi-stage process using revision exercises, reflection, and discussion posts was implemented. This process resulted in more students demonstrating attainment of the revision-related learning outcomes in the works they revised for their final portfolios.
The PhD Struggle Bus: How the Pandemic Re-inspired a Study on Self-Directed Simulation
Kristen Mattox, PhD, MSN, RN, CNE, Clinical Assistant Professor, School of Nursing, IU Bloomington
This presentation and the research study stem from 10 years of teaching undergraduate nursing students at the IU School of Nursing while simultaneously completing a PhD program. I will describe Self-Directed Simulation (SDS), briefly review the dissertation study, and share a reflection of the doctoral work in hopes of inspiring those who are planning to or currently working on PhD while teaching.