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Session Descriptions for the 2022 Symposium

Session Descriptions for the 2022 Symposium

Concurrent Sessions Panel Discussion Micro-Presentations

Concurrent Session One (10:20 – 10:50 a.m.)

Completion Grading as “Alternative” Assessment: Early Experiences and Challenges

Valerie J. Young, PhD, Associate Professor, Communication; Associate Provost, Faculty Development, Hanover College
This discussion centers on how to use completion grading on some course assignments to save time, motivate students, and de-emphasize point values and grades. We’ll discuss a couple of methods and challenges with integrating competency-based learning, and I’ll share my experiences and assessment data with a senior-level writing-intensive course.

Exploring Funds of Knowledge as a Global Classroom Collaboration

Laura B. Liu, PhD, Assistant Professor; English as a New Language Program Coordinator, Division of Education, IUPUC and Pei Miao, Ph.D., Associate Professor, Institute of Teacher Education, Beijing Normal University
This presentation explores the impact of an international university collaboration engaging teacher education students in shared reflection, application, and discussion on how to support multicultural, multilingual students and families in K-12 schools. The study connects university students in China and the U.S. who interviewed parents in the community about their funds of knowledge and integrated insights into culturally responsive pedagogy.

Ready to Work: Integrating Employability Qualities into the Curriculum

Erin M. Engels, J.D., Clinical Associate Professor, Political Science; Director, Paralegal Studies Program, School of Liberal Arts, IUPUI
This session will discuss how to identify and integrate employability qualities into courses or program. We will discuss how to verify students possess employability qualities before graduation and how to document the qualities for employers. During the session, attendees will identify employability qualities for their program and think through how to measure and document student attainment of these qualities.

TED-like Talks: Session 1

Are They Really Watching?

Sarah Johnson, MSEd, Lecturer, Fairbanks School of Public Health, IUPUI
As online instructors, we are taught to think that if we build it, they will come (and learn), but have you ever looked to see how many of your online students actually watch lecture videos, open readings, and complete activities? One teacher shares their journey to becoming a better online instructor after realizing that building online content is only the beginning.

Inclusive Pedagogy to Help International and Multilingual Students Improve Disciplinary Literacies

Xin Chen, Ph.D., Lecturer, Kelley School of Business, IU Bloomington
International and multilingual students are much more than their language abilities. You don't need to be a language teacher to help them improve academic literacy in your class.

Panel Discussion: Best Practices in Multicultural Teaching (11:00 - 11:40 a.m.)

Moderator:Jason M. Kelly, PhD Director, IUPUI Arts and Humanities Institute Chair and Professor of History, School of Liberal Arts, IUPUI
Panelists:

Kiesha Warren-Gordon, PhD, Associate Professor of Criminal Justice and Criminology Director of African American Studies Program, Ball State University
Tom Foley, MPH, HP, Visiting Lecturer, School of Health and Human Sciences, IU Fort Wayne
Ivette Cruz-Kondrat, MSW, BSW, Student Services Coordinator, IU School of Social Work, IUPUI

This moderated panel discussion features instructors from various institutions and disciplines who use multicultural and inclusive pedagogies that have improved learning and success for their students. Panelists will share examples of classroom scenarios that demonstrate multicultural teaching, discuss strategies for designing a class or a course that embodies multicultural teaching, and articulate challenging experiences encountered in their work and how they responded. You will have opportunities throughout the session to ask questions and share your own experiences with multicultural teaching.

Concurrent Session Two (11:50 a.m. – 12:20 p.m.)

Introducing Intersectionality Into Pre-Clinical Medical Education With Real Patient Narrative

Kathleen Eggleson, PhD, Assistant Professor, Clinical Medicine; Adjunct Clinical Assistant Professor, Microbiology and Immunology, School of Medicine, IU South Bend
NOTE: This session will not be recorded
Participants will see, experience, and discuss new materials introducing the concept of intersectionality to medical education at IU, in conjunction with a real medical narrative developed in collaboration with the patient herself. Offered for the first time in 2021-2022 to 360+ first-year learners, involving dozens of statewide instructors, learner artifacts and collected feedback will also be presented.

Using Google Tools to Foster Classroom Participation and Collaboration

Genevieve Shaker, PhD, Associate Professor, Philanthropic Studies and Pat Danahey Janin, PhD Candidate, Lilly Family School of Philanthropy, IUPUI
This session explores how to use Google tools to facilitate student engagement and collaboration in synchronous and asynchronous classes. It draws on examples from PHST-P370 Learning by Giving, in which students work together to grant $10,000 to an Indianapolis nonprofit. The session will include demonstrations and encourage participants to explore using Google tools within their own teaching practice.

TED-like Talks: Session 2

Mindful Classroom: COVID Classroom Lessons

Pengtong Qu, Doctoral Candidate, Literacy, Culture, and Language Education, IU Bloomington; IU Future Faculty Fellow (Butler University) and Susan Adams, PhD, College of Education, Butler University
Cultivating moments in class provides students an opening to pay attention to their feelings and care about others' thinking. Educators need to consider creating a positive, tolerant, and consistent learning environment where all students contribute to each other’s well-being and learning.

STEAM… Why the “A” matters

Jennifer Robison, PhD, Assistant Professor, Biology, Manchester University
Despite popular opinion, science and art are two sides of the same coin. Come see how embracing the re-addition of Art to STEM curriculum improves student engagement and learning in a profound way.

Concurrent Session Three (12:30 – 1:00 p.m.)

Growing a Growth Mindset in Tutors and Students

Barbara L. Johnson, PhD, Lecturer and Kenda S. Hamersley, Associate Director, IUPUI Mathematics Assistance Center, School of Science, IUPUI
A growth mindset in students is associated with academic success, but encouraging the development of a growth mindset can be challenging. This session will discuss the development and implementation of a curriculum designed to support a growth mindset in the IUPUI Mathematics Assistance Center and applications of the project to other disciplines and environments.

Using Community Engagement and Design Thinking to Re-imagine Health Equity

David Craig, PhD, Professor, Religious Studies, School of Liberal Arts, IUPUI and Pamela Napier, MFA, Associate Professor, Visual Communication Design, Herron School of Art and Design, IUPUI
Community-engaged research collaboration among Visual Communication Design and Religious Studies students explored how moral imagination and cultural humility might foster public understanding and commitments to health equity. This presentation will share strategies for engaging diverse communities online and visualizing cultures of health and wellness. We seek feedback on how to translate data into meaningful visual products and public action.

Using Journey Mapping as a Tool for Self-Reflection

Rachel Swinford, PhD, Clinical Associate Professor, Kinesiology, Lisa Angermeier, PhD, Clinical Associate Professor, Kinesiology, Rose Baker, MS, Academic Advisor, Stephen Fallowfield, MS, Lecturer, Kinesiology, and Mark Urtel, EdD Chair & Associate Professor, Kinesiology, School of Health and Human Sciences, IUPUI
Based on participation in the AAC&U ePortfolio Institute, a faculty team from Kinesiology (IUPUI) implemented journey mapping as a precursor to the ePortfolio. They will share their experience as they implemented journey mapping and what they learned from their institute mentor Helen Chen (Stanford University). Participants will learn, explore, and reflect on how journey mapping could look for them.

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.