Keynote Speaker |
Dr. Thomas J. TobinThomas J. Tobin is the Program Area Director for Distance Teaching & Learning on the Learning Design, Development, & Innovation (LDDI) team at the University of Wisconsin-Madison. His also an internationally recognized speaker and author on topics related to quality in technology-mediated education, especially copyright, evaluation of teaching practice, academic integrity, and accessibility/universal design for learning. Learn more about Dr. Tobin. Ellis Library offers all MU Users access to Dr. Tobin’s book “Reach Everyone, Teach Everyone“ |
Featured Presenters
Tia Brown McNair |
Paul Hanstedt |
Carolyn Stallard
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Dr. Tia Brown McNair is the Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the Association of American Colleges and Universities (AAC&U) in Washington, DC. She oversees both funded projects and AAC&U’s continuing programs on equity, inclusive excellence, high-impact practices, and student success. Dr. McNair will be joining Celebration of Teaching to discuss her publication: Becoming a Student-Ready College: A New Culture of Leadership for Student Success.
Learn more about Dr. McNair. Ellis Library offers all MU Users access to Dr. McNair’s book Becoming a Student-Ready College: A New Culture of Leadership for Student Success. |
Dr. Paul Hanstedt is the founding director of the Harte Center for Teaching and Learning at Washington & Lee University. He is experienced in leading general education and pedagogical reform in both the U.S. and Asia, and is the recipient of several teaching awards, including a 2013 State Council for Higher Education in Virginia Outstanding Faculty Award and the 2014 CASE-Carnegie Virginia Professor of the Year Award. He has authored several books, including General Education Essentials and Creating Wicked Students, and his work appears regularly in Liberal Education, Faculty Focus, and Inside Higher Ed.
Learn more about Dr. Hanstedt. Ellis Library offers all MU Users access to Dr. Hanstedt’s book “Creating Wicked Students“. |
Carolyn Stallard is an Instructional Designer at Guttman Community College (CUNY – City University of New York), Adjunct Music Instructor at Brooklyn College (CUNY), and freelance music performer/instructor. She serves as Project Manager for The CUNY Games Network – a network of professionals dedicated to game-based learning in higher education – and is an alumnus of the Graduate Center (CUNY), where she mentored graduate students teaching at CUNY through her role as the GC’s premiere Senior Teaching Fellow. Carolyn is also a three-term alumnus of AmeriCorps*VISTA (Volunteers In Service To America), through which she guided university instructors in the creation and implementation of service/experiential learning opportunities for students. |
WEDNESDAY, May 19th, 2021 |
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Time | Session |
9:00am-9:30am | Opening Remarks Dr. Jim Spain – Vice Provost for Undergraduate Studies |
9:30am-10:45am | Keynote – Three Teaching Secrets for the Post-Pandemic Classroom
In response to the COVID-19 pandemic, we moved our face-to-face courses to remote instruction—in a hurry and with “good enough” as our benchmark. Now that we’re prioritizing remote instruction for our general-education and technical offerings, we have to learn how best to teach when we’re not in the same place and time as our students, ideally in a considered and intentional way. We must now find ways to be ready to re-open for in-person learning that are safe, provide choices for instructors and students, and make students want to be back in the classroom—while also keeping the affordances and flexibility that remote instruction gave our students. As we establish technology-mediated learning as the “new normal” across our curricula, we must find ways to interact with our students that 1) support their continued learning, 2) show compassion & flexibility for their varied circumstances, and 3) fit within our existing time and prep demands. That last part is important. In this interactive keynote session, we’ll explore ways to shift our focus that can actually take tasks off our plates. Particpant Outcomes: This keynote will share three low-effort do-them-right-now design techniques that reduce student anxiety and pressure, reduce your own instructor frustrations, and allow you to focus on the interactions that you want to have with your students. We will discuss three new-normal practices for
Dr. Thomas J. Tobin |
11:00am-11:30am | Birds of a Feather – New-normal practices: Assessment
Take a deeper dive and reflect with colleagues on the Keynote “new-normal” practices presented by Dr. Tobin. Ashley Brickley |
11:00am-11:30am | Birds of a Feather – New-normal practices: Engagement
Take a deeper dive and reflect with colleagues on the Keynote “new-normal” practices presented by Dr. Tobin. Dr. Lydia Bentley |
11:00am-11:30am | Birds of a Feather – New-normal practices: Access Take a deeper dive and reflect with colleagues on the Keynote “new-normal” practices presented by Dr. Tobin.
Laura Foley |
12:00pm-12:45pm | Low-Lift, High Impact Teaching and Learning across the Mizzou Curriculum with Adobe Creative Cloud
This session demonstrates how and why all faculty in all disciplines can leverage Adobe Creative Cloud to transform teaching and learning across the curriculum for all students. We begin by sharing low-lift, high-impact approaches to experiential learning, and then share a wide array of digital teaching practices that scaffold from simple but powerful starting points Dr. Todd Taylor
Professor of English University of North Carolina-Chapel Hill
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1:00pm-2:30pm | Universal Design for Learning Access
This session will take the format of a guided-practice presentation, with the first ten minutes reserved for open idea gathering and experience documentation, the next 40 minutes formatted as information sharing among the facilitator and participants, and the final 25 minutes will be for planning and take-aways. This session will provide multiple ways to keep participants engaged (solo, collaborative, and interactive), multiple ways to present information (slid visuals, video sharing, text-chat, spoken audio), and multiple ways to join the conversation and show skills (video, text chat, self-guided reflection). We will use active-learning techniques and provide use-them-now resources for participants. Especially by relating UDL to broader access benefits for all learners, this session’s activities serve as a model for participants to re-frame accessibility and inclusion conversations. Dr. Thomas J. Tobin |
2:30pm-2:50pm | Birds of a Feather: On the Bright Side – Things I Learned in the Past Year
This session will be a freeform discussion room, focusing on what things we learned in the past year that will change our teaching forever. Deborah Huelsbergen |
2:30pm-2:50pm | Birds of a Feather: Student Success and the Role of Substance abuse
This session will be a freeform discussion room, focusing on student success in and out of the classroom and the relationship that substance misuse has in students’ academic lives. Michelle McDowell |
2:30pm-2:50pm | Birds of a Feather: Unpacking Universal Design for Learning Access This session will be a discussion room led by Kelly Holtkamp to unpack and discuss the previous session on Universal Design. Kelly Holtkamp |
3:00pm-3:50pm | Zoom Doom and Gloom? Evidence-supported Strategies to Maximize Student Engagement Across Content Delivery Methods
Facilitating student engagement is a priority because engagement is requisite for learning. The past academic year has brought unprecedented challenges to our goal of supporting student engagement. I’ll share evidence-supported strategies to facilitate student engagement in your physical or digital classroom. Whether you gather with your students at a set time or teach asynchronously, making evidence supported changes will strengthen student engagement with your course content, improve student resilience and perseverance, and deepen learning. We will discuss the importance of behavioral, cognitive and emotional engagement to deep and lasting learning. We will explore practical strategies to engage our students across varied course delivery methods. Importantly, participants will reflect on their own courses and teaching strategies to identify small, evidence-supported changes they can make to better facilitate engagement from all students. Participant Outcomes: Participants will:
Greg Cox |
3:00pm-3:50pm | Humanizing Online Feedback: The Power of the Audio/Video Method
As passionate as we all may be about what we teach, our passion surrounding grading can leave something to be desired. However, there’s a difference between “grading” and “giving feedback”. “Grading” is an impersonal process of assigning numbers to learners’ work. “Giving feedback” is a symbiotic interaction between learner and instructor. As opposed to written feedback, a/v feedback allows one to speak directly to learners, weaving more humanity into teaching. On the practical side, research has shown a 75% decrease in time spent grading, coupled with a 225% increase in quantity of feedback given. A/v feedback has also shown to decrease feelings of isolation, increase motivation, student retention, content retention and perception of instructor caring. Consideration of student accessibility needs will be addressed, as well as a walk-through of this process in Canvas. Participant Outcomes: This session will:
Gretchen Haskell |
3:00pm-3:50pm | Fostering Student Engagement Using Breakout Rooms in Virtual Lab Sessions
In this session, participants will learn from experienced undergraduate and graduate-level instructors and graduate teaching assistants how to design and implement effective and engaging synchronous sessions with audience response systems and breakout rooms. By interacting in our breakout rooms during the session, participants will learn effective breakout room techniques, including annotation. Graduate teaching assistants will also provide their perspectives on leading the breakout rooms. We will conclude the session with a discussion on how to transfer these lessons to the face-to-face classroom in the future. Participant Outcomes:
Pathology and Anatomical Sciences |
4:00pm-4:50pm | Developing Expectations to Maximize the Experience of Undergraduate Research and Creative Scholarship
Lack of clearly communicated expectations between faculty mentors, student mentees, and program directors can derail even the most well-meaning undergraduate mentoring relationship. This is especially critical when working with undergraduate researchers takes valuable faculty time and is supposed to advance your own research agenda. This session is designed for faculty in all disciplines to explore assumptions, outline common expectations, put the expectations in the context of mentoring values and methods, and learn about ways to discuss and provide feedback to undergraduate mentees. After exploring expectations of the undergraduate research experience, participants will discuss the findings of Ten Salient Practices of Undergraduate Research Mentors (Shanahan et al, 2015). Dr. Elizabeth King (Biological Sciences) will present a rubric of expectations she shares with students new to her research team and how it has been helpful in socializing students to be productive in an unfamiliar experience. Additional examples of expectations and socialization ideas will be shared. Suggestions for helping students navigate changing expectations (up or down) will be provided. Faculty mentors will leave with information to create their own rubric of expectations intended to reduce misunderstanding and maximize student learning and research productivity. The AAC&U considers undergraduate research to be a high-impact educational practice that is especially important to the retention and development of underserved students. Participant Outcomes:
Linda Blockus |
4:00pm-4:50pm | Maximizing Early Alert for Student Success
This session explores the power of student success tools and early alert practices (such as raising kudos and flags in MU Connect) through student case studies. Participants will role play student case studies, followed by reviewing pertinent scholarship and analysis of MU’s own student data, offering a fuller understanding of early alert both in theory and in practice. Participants will be divided into small groups facilitated by a member of the Student Success Initiatives team. The small groups will receive scenarios based on historical students’ in-class performance and will identify strategies for working with the students in their case studies. Every participant will have the opportunity to share their perspective and reflect on how they have handled similar situations in the past. Everyone will then rejoin the larger session to discuss best practices. No matter whether participants are experienced users of early alert or are looking forward to engaging for the first time, they will leave the session equipped with a better understanding of early alert and empowered to apply these evidenced-based practices in their courses. Participant Outcomes: Participants will:
Chris Dobbs, Senior Program Coordinator |
4:00pm-4:50pm | In-person and Online Teaching, With a Focus on Universal Design for Learning and Culturally Responsive Pedagogy
In our session, we want to engage our colleagues (teacher assistants, graduate instructors, professors, etc.) in conversation about evidence-based practices, innovative teaching strategies, Culturally Responsive Pedagogy, and Universal Design for Learning implementation in both in-person and virtual classrooms. We want to share our experience, challenges, and successes of teaching a socially distanced, in-person class while having online students join via Zoom during the pandemic. We will share teaching strategies, assessment practices, participation approaches that are based on the principles of Universal Design for Learning (UDL) and Culturally Responsive Pedagogy (CRP). Participant Outcomes: Participants will be able to: 1) Define UDL and its three guiding principles for Implementation. 2) Define Culturally Responsive Pedagogy and list three of its guiding principles/tenets. 3) Identify barriers that exist when you teach both online and in-person classes (e.g., having 15 students in person and 5 students on Zoom during the same class session). 4) Identify evidence-based practices to use for effective instruction in both in-person and online settings. Lisa Goran, Associate Teaching Professor – Special Education |
May 20th, 2021 |
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Time | Session |
9:00am-9:50am | Thriving at Mizzou Join Student Health & Well-Being in creating a campus environment where we all thrive. As students tell us they need our support more than ever, Mizzou is conducting a deep dive review of mental health and well-being on campus. During this conversation we will discuss how Mizzou joining forces with Jed Campus to assess well-being, and implement opportunities for our campus to develop environments, skills and strategies to support thriving well-being. Learn how you can join in the conversation, support students in developing skills for thriving, and connect to opportunities to enhance well-being. Participant Outcomes:
Christy Hutton |
9:00am-9:50am | Documenting and Applying Evidence-based Teaching: Online, On-ground, and Everything in Between
Although stressful, the 2020 pivot gave MU instructors the opportunity to experiment with new online teaching techniques and technologies. In looking back over the last year, the question often arises, “how do we know that they worked?” Using evidence-based practices helps us design, explore, test, and document new techniques and technologies, and allows us to keep the best of these strategies to make our classes more inclusive, authentic, and equitable–regardless of modality. During this session, we will define evidence-based instructional practices and introduce participants to the resources around evidence-based teaching provided by Lumen Circles. Although there are dozens of these types of practices, this session will specifically focus on the following practices, which Lumen Circles describe as “Tags”: Inclusiveness, Differentiated Instruction, Multi-modal instruction, Community Building, and Scaffolding. Participants will get practice identifying which current teaching strategies they are currently using that are validated by research and should therefore be preserved. They will also have an opportunity to brainstorm how current practices may be modified for multiple delivery modalities. Participant Outcomes: By the end of this session, participants will be able to…
Bethany Stone, Teaching Professor, Biological Sciences & Faculty Fellow, Teaching for Learning Center; |
10:00am-10:50am | Becoming a Student-Ready College: A New Culture of Leadership for Student Success
Join Dr. Tia Brown McNair on the topic of her new, co-authored book: Becoming a Student Ready College: A New Culture of Leadership for Student Success. In this session, Dr. Brown McNair will share several strategies and techniques designed to promote a learning-centered campus for all students to flourish. What steps toward transformation are you ready to take? Participant Outcomes: By the end of the session , participants will be able to:
Dr. Tia Brown McNair |
11:00am-12:20pm | Creating Wicked Students: Designing Courses that Improve Student Authority
This workshop explores the “wicked problems” our students will face upon graduation—and what it takes to create wicked students capable of tackling these challenges. Participants will explore both day-to-day pedagogies and assignments that help to develop this kind of thoughtful agency in their students—all of their students, not just those at the top-tier. Participants will leave this workshop with a renewed sense of the greater mission of education and some ideas about how to better engage students—and themselves—in that mission. Participant Outcomes: Participants will:
Dr. Paul Hanstedt |
12:30pm-1:00pm | Panel Presentation: Award-winning Kemper Fellows on Teaching & Learning Feedback Form |
1:00pm-1:30pm |
Lunch Break |
1:30pm-2:20pm | Standards Based Grading and Assessment For Learning: Meaningful, Research-Based, and Equitable
Do you dread grading? Is your energy depleted by pointless arguments over “points”? Have you ever wondered if there are alternatives to traditional grading practices? If so, this session is for you! I will share my own journey in moving from traditional to Standards Based Grading (SBG) practices (Marzano, 2019) and an Assessment For Learning (AFL) approach (Chappius & Stiggins, 2020). I will invite participants to begin or continue their own journeys toward these meaningful, research-based, and equitable assessment practices. In this session, participants will reflect on their current grading practices and what they may wish to change. I will describe SBG and AFL, share why I switched to these practices, and explain how I have applied them in my own work as a Teaching Professor in the College of Education. I will cover creating rubrics using a proficiency/mastery scale; incorporating work habits/dispositions; fostering student self-assessment; and arriving at final grades. I will explain how SBG and AFL increase equity in grading and help to create an inclusive classroom. Participant Outcomes: Participants will learn (or learn more about) the following:
They will also explore, in their own discipline and teaching context:
Rosalie Metro
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1:30pm-2:20pm | Hy-Flex Teaching Method as a Tool for Equitable Access to Higher Education During the COVID-19 Pandemic
Last year, an unprecedented pandemic, COVID-19, disrupted societies around the world. At least temporarily, it shut-down society. Face-to-face commerce as well as social interactions and activities moved to fully online. Educational activities, for instance, transitioned into the virtual space in a very short period of time. In that space, an equitable academic experience requires equal reliable access to internet, unfortunately there is no equal reliable internet access. One of the best methods to overcome this challenge is the Hy-Flex teaching method providing students with the choice to switch modality each unit, week, or session without “learning deficit”. This presentation outlines the elements required for adopting this modality and the results of its adoption last fall. In addition, this presentation will not only challenge the audience to choose some Hy-Flex elements for their courses, as appropriate, but will show how to easily implement them. Particpant Outcomes: Participants will:
Jamille Palacios Rivera |
1:30pm-2:20pm | Active Learning: Teaching Creativity In Person and Online
Have you ever wanted to help enhance your students’ creativity? Sir Ken Robinson’s 2006 TED talk warns “How Schools Kill Creativity.” IBM’s 2010 survey of 1500 CEOs rated creative thinking as the most desirable leadership ability of the 21st Century, since “successfully navigating an increasingly complex world will require creativity.” Way back in the twentieth century, Theatre Professor Suzanne Burgoyne realized that by teaching theatre, she was training students to improve skills that the US education system discouraged and inhibited. For our Celebration online presentation, we plan to show a film we made that demonstrates exercises, leads participants in doing exercises, and in discussing how the technique “exercise” our creativity muscles. In 2019, Business Times prophesied that within 3 years, “more than 120 million workers globally” will be replaced by artificial intelligence and “Behavioral skills, such as . . . communication, creativity, and empathy.” Participants will:
Suzanne Burgoyne |
2:30pm-3:20pm | Rethinking Online Lectures: Why Interactive, Scaffolded, and Shorter Lectures Improve Engagement & Inclusion
The sudden move to online learning hastened conversations about effective lecturing. Whether live or recorded, online or in person, research shows shorter, interactive lecture videos lead to better understanding and retention. Faculty presenter Angie Hull will describe her well-received fall 2020 instructional delivery adjustments for a live online course on public policies and processes. To teach this dense topic to a diverse group of students (including some who come from a field outside of government and others who speak English as a second language), she has used Zoom’s chat function to send links or documents that scaffold her lectures, fill in knowledge gaps, and provide other ways for students to engage with the materials. If a student doesn’t understand a definition, they can click the Senate’s glossary for more information. If they struggle to picture the process in action, they can watch a linked video explanation after class. She has also created and used “Quick Listens,” short lectures that tie key ideas together and provide structure without bogging down students with long watch times. Instructional designer presenter Kris Wingo helps faculty in several disciplines design accessible, engaging lectures. He’ll briefly mention accessibility considerations for lectures, such as captioning and color choices, and also share the research on how lectures like Angie’s – interactive and short – increase student engagement and support Universal Design for Learning. Participant Outcomes: Participants will:
Angie Hull Kris Wingo |
2:30pm-3:20pm | How to Turn Your Classroom into a Publication: A Practical Approach to the Scholarship of Teaching and Learning
The Scholarship of Teaching and Learning (SoTL) is an exciting, interdisciplinary field that explores and shares the effectiveness of our assessments, activities, and course design with the scholarly community. Our own classrooms are unique opportunities to both test teaching and learning strategies and share them with others. But with the increasing pressures on educators, it can be difficult to know where to start. In this workshop, we will walk through a simple and pragmatic process of crafting a scholarly project around your class. Using a published SoTL project on helping students read and overcome difficult texts as our guide, we’ll go behind the scenes of teaching and learning scholarship and explore ways you could take a similar SoTL approach to your classrooms. You’ll walk away from this workshop with (1) a handy assessment-type grounded in SoTL research on exploring difficult texts and (2) a step-by-step process to crafting your own SoTL project. In the end, you’ll be ready to turn your classroom into a publication. Participant Outcomes: At the end of this workshop, participants will be able to:
Dr. Jonathan Cisco |
2:30pm-3:20pm | STEM-Focused Opportunity: Free Interactive Webapps to Help Student Understanding of Quantitative Models in the Life Sciences
Mathematical and conceptual models are foundational for research and teaching across the life sciences, and there is a growing call to incorporate more quantitative and computational training into undergraduate curricula across majors. However, a central challenge for instructors teaching quantitative topics in non-math courses is the need to manage issues such as vastly variable mathematical training or negative emotions towards mathematics among students. Such math anxiety can interfere with students’ abilities to processes mathematical problems and hampers student success across STEM disciplines. One key approach for effectively quantitative concepts in non-math courses is to incorporate active learning strategies that allow students to directly interact with mathematical models, rather than relying solely on traditional lecture- or textbook-based instruction. This workshop will begin with an introduction to EcoEvoApps, an R package and website we built that provides freely available webapps with which students can interactively explore various fundamental theoretical models in Ecology and Evolutionary Biology. I will also describe our community-centered efforts that make it easy for members of the EEB community to contribute to the growing app ecosystem. To illustrate the value of these apps for teaching quantitative concepts in EEB, I will present results from student surveys in two Fall 2020 undergraduate Ecology courses that integrated the apps into homework exercises. We found that completing active learning exercises in which students directly visualize the consequences of manipulating model parameters leads higher student confidence and interest in quantitative topics. Finally, I will also introduce how participants can use the “Shiny” package for the R programming language to easily create such interactive apps for their own classrooms. Participant Outcomes: After this presentation, participant will
Gaurav Kandlikar |
3:30pm-5:00pm | Escape the Zoom: Designing Digital Escape Rooms for Learning
Complete task-based activities and puzzles in this meta workshop experience. For a preview of escape room best practices, solve this puzzle: http://bit.ly/XXXX-X What letters or numbers should replace the five X marks? Use capital letters only. Learning Outcomes: Participants will be able to:
Carolyn Stallard |