Date: Friday, October 3, 2024
Location: Memorial Union
Details: All sessions are in-person
Keynote Presentation: 9:30am-10:50am
Keynote Speaker: Dr. Sam von Gillern
We are pleased to welcome Dr. Sam von Gillern as the keynote speaker for the 2025 Fall Forum on Teaching, Learning, and Assessment.
Dr. von Gillern earned his doctorate at Iowa State University and currently researches digital literacies, focusing on how people learn and communicate through digital technologies. His work explores digital citizenship, game-based learning, and their implications for literacy development and education. He is passionate about creating meaningful connections between preservice teachers and local children, facilitating learning opportunities that benefit both college students and the broader community.
| 9:30am-10:50am | Keynote Presentation – AI Literacy: Empowerment and Protectionism Presented by: Dr. Samuel von Gillern, Assistant Professor, Learning, Teaching & Curriculum Opening remarks given by: Dr. Victoria Mondelli – Founding Director, MU Teaching for Learning Center Dr. Brian Houston – Associate Provost for Academic Programs Dr. Jennifer Fellabaum-Toston – Senior Associate Dean for Student Success & Academic Affairs |
| 11:00am-11:50am | Creating and Evaluating Lesson Plans Using ChatGPT Track: Teaching with AI Level: Beginner This session explores how pre-service teachers in an Elementary Social Studies Methods course used ChatGPT to generate and critically evaluate lesson plans. Participants will learn about a structured protocol designed to guide students through prompt engineering, identifying AI limitations, and applying critical frameworks to assess AI-generated content. The approach emphasizes the importance of teacher expertise in adapting lessons to diverse classroom contexts. Attendees will engage with an example and reflect on how AI can support—but not replace—professional judgment in lesson planning. Participant Outcomes: -Reflect on the adaptability of AI use in creating and evaluating lesson plans for their own contexts. -Practice using the protocol/process to create and critically evaluate a lesson tailored to their instructional needs. -Share their lesson with attendees and reflect on how others adapted the protocol/process for their purposes. Presented by: Dr. Mary Adu-Gyamfi, Assistant Teaching Professor, Learning, Teaching, and Curriculum Dr. Alexandria Otis, Adjunct Instructor, Learning, Teaching, and Curriculum |
| 11:00am-11:50am | Integrating AI Across the Curriculum Track: Teaching with AI Level: Beginner to Intermediate) Artificial intelligence is no longer a niche tool confined to computer science or data-heavy disciplines. It is a cultural and technological force shaping how students learn, communicate, and create. This session makes the case that AI literacy should be a core pedagogical component across all university courses. Using the interdisciplinary course Writing with AI (INTDSC 3010W) as a model, the presenter examines how AI can be incorporated into courses in ways that are critical, reflective, and discipline-appropriate. Participants will explore practical strategies for integrating discussions of AI into their teaching, regardless of whether students actively use AI tools in a particular class. Participant Outcomes: -Understand why AI literacy is essential across all disciplines. -Experience practical examples of classroom activities and discussion strategies. -Identify ways to adapt AI-related prompts and exercises to their own courses. -Reflect on the ethical, cultural, and professional implications of AI in higher education. -Gain concrete tools and conversation starters to help integrate AI literacy into their teaching. Presented by: Dr. Kevin Brown, Faculty Fellow, Teaching for Learning Center; Associate Professor of Digital Media and Performance Studies, Theatre and Performance Studies |
| 11:00am-11:50am | Teaching for Learning Effectiveness: An Overview Track: Effective Teaching for All Learners The University of Missouri’s definition and model of “Teaching for Learning Effectiveness” provides a framework grounded in the scholarship of teaching and learning. It also informs the assessment of teaching for annual reviews, promotion, and tenure. Participants will have opportunities to ask questions and actively reflect on how the elements of Teaching for Learning Effectiveness apply to their disciplines and courses. Participant Outcomes: -Explain the components of the Teaching for Learning Effectiveness framework. -Describe teaching practices that exemplify the four dimensions of Teaching for Learning Effectiveness. -Identify one strategy to add to their current courses to enhance teaching effectiveness. Presented by: Dr. Bethany Stone, Faculty Fellow, Teaching for Learning Center; Distinguished Teaching Professor of Biological Sciences Dr. Steve Klien, Director of Undergraduate Studies, Teaching Professor, Communication |
| Beyond the Classroom: Integrating Service Learning for Student and Community Impact Track: HIPs (High Impact Practices) Service and community-engaged learning is a high-impact practice that deepens student learning while fostering civic responsibility and career readiness. In this interactive panel session, faculty members who teach service learning courses will share insights on integrating experiential components into existing courses or designing new ones from the ground up. Participants will explore the pedagogical value of service learning beyond community service ideals, focusing on how it cultivates transferable skills essential for internships and career success. The session will also offer practical strategies for structuring reflection assignments that connect service experiences to academic and professional goals. Attendees will leave with concrete ideas and inspiration for embedding service learning into their own teaching practices. Participant Outcomes: -Identify key benefits of service/community-engaged learning for students, including career readiness and skill development. -Evaluate considerations for adding service learning to existing courses or developing new ones. Apply best practices for designing reflection assignments that promote critical thinking and integration of experience with course content. -Develop initial ideas for incorporating experiential or service learning elements into their own courses or assignments. Presented by: Graham McCaulley, Director, Community Engaged Learning Jennifer Wentz, Director of Internships, Associate Teaching Professor & Undergraduate Coordinator – Parks, Recreation, Sport & Tourism, CAFNR Aída Guhlincozzi, Assistant Professor, Geography Tim Hill, Assistant Teaching Professor, Trulaske College of Business | |
| 11:00am-11:15am | Mindfulness Break Join us for mindfulness practice during the Fall 2025 Forum on Teaching, Learning, and Assessment. Two 15-minute sessions of meditation and gentle movement will be offered during the breaks. A “quiet room” will also be available throughout the day for decompression. The room will include breathing prompts, printed mandalas for coloring, journaling prompts connected to session content, and a walking meditation prompt. Led by: Dr. Brandi Schumacher, Assistant Teaching Professor, Learning, Teaching, and Curriculum |
| 12:00pm-12:50pm | Lunch – Remarks to be given by Dr. Matthew Martens, Provost. |
| 1:00pm-1:50pm | AI in a Writing Intensive Course: Student Trends in Usage Track: Teaching with AI Level: Beginner Generative artificial intelligence (GenAI) is ubiquitous and significantly impacting pedagogical practices and goals. Perhaps the most immediate impact has been felt in courses that use writing to teach content (writing intensive). The need to teach writing, critical thinking, and content mastery—while also developing digital and GenAI literacy—has required instructors to change their approach. This session presents analyses of student disclosures of GenAI use across eight writing assignments, including frequencies of use and themes of disclosure. This information can inform future classroom policies and pedagogical practices. Participant Outcomes: -Identify ethical and pedagogical considerations for AI use in writing instruction. -Explore strategic applications of generative AI to support emerging writers. -Discuss and design course policies to support responsible AI use. Presented by: Dr. Ashlie Lester, Associate Teaching Professor and Director of Graduate Studies, College of Education and Human Development Wenting Sun, Graduate Student, College of Education and Human Development |
| 1:00pm-1:50pm | Bringing AI into Your Classroom Without Stress Track: Teaching with AI Level: Beginner This presentation shares research-based solutions to overcome challenges in incorporating AI tools into hospitality classes. It proposes a structured scaffolding approach for integrating AI into hospitality education, focusing on instructor preparation, building student trust, establishing clear learning outcomes and policies, and designing progressively complex assignments and activities. The approach addresses both instructor and student challenges through a 16-week integration model that fosters critical thinking and digital literacy while maintaining academic integrity. Participant Outcomes: -Adapt the structured scaffolding approach to their own teaching contexts. -Apply concepts to support the development of AI literacy for both instructors and students. -Foster co-intelligence between AI and users. Presented by: Dr. Mauro Palmero, Associate Teaching Professor, College of Agriculture, Food & Natural Resources (CAFNR) |
| 1:00pm-1:50pm | Invisible Challenges: Taking Disability to Ability in the Classroom Track: Effective Teaching for All Learners Track: Teaching in STEM When no one voices a concern, it’s easy to assume that digital course materials are working for everyone. But many students face learning barriers they don’t disclose—especially when those barriers are invisible. This 50-minute interactive workshop offers an opportunity to walk in your students’ shoes through a short simulation of a digital learning task while navigating a temporary, invisible disability (such as low vision, dyslexia, ADD, etc.). Participants will reflect on the experience, identify campus resources for inclusive course design, and gain practical insights into how small accessibility changes can benefit all learners. Grounded in both empathy and federal accessibility standards, this session is about progress—not perfection. Participant Outcomes: -Describe how invisible disabilities can create barriers in digital learning environments and explain how a simulated experience can build empathy and awareness. -Identify at least one accessibility strategy that improves digital content usability for a wide range of learners, including those with disabilities. -Reflect on the emotional and cognitive impact of navigating a digital learning task with a simulated disability, and articulate how that experience might influence future course design decisions. Presented by: Angela Knoerr, Instructional Technologist, Trulaske College of Business |
| 1:00pm-1:50pm | Make Your Case: Steps for Creating and Implementing an Educational Case Study Track: Effective Teaching for All Learners Track: Teaching in STEM Stories are a powerful tool for engaging learners. Educational case studies are active learning experiences that present authentic, relatable scenarios to teach both content and critical thinking. Case studies provide scaffolding for students, helping them build learning and skills as they consider the social or professional context provided by the case. While many pre-made case studies are available, they often come with limitations—such as misalignment with course goals, paywalls, or restrictive formats. Designing your own case study can be more effective and enjoyable, allowing customization to suit your course setting, time constraints, student interests, and instructional objectives. This session will explore different types of case studies, provide a streamlined approach to writing them, and share methods for assessing student learning. Participants will draft a case tailored to their course. We’ll also cover resources for publishing or locating case studies and briefly consider the benefits of having students create their own case studies as a meaningful learning experience. Participant Outcomes: -Explain what an educational case study is and how it can make both content and critical thinking accessible for students. -Build an educational case study for use as an active learning exercise in their class. Describe other benefits of case studies, such as publication. Presented by: Dr. Bethany Stone, Faculty Fellow, Teaching for Learning Center; Distinguished Teaching Professor of Biological Sciences Dr. Natalie Downer, Assistant Teaching Professor, Biological Sciences, Assistant Teaching Professor, Biological Sciences |
| 1:00pm-1:15pm | Mindfulness Break Join us for mindfulness practice during the Fall 2025 Forum on Teaching, Learning, and Assessment. Two 15-minute sessions of meditation and gentle movement will be offered during the breaks. A “quiet room” will also be available throughout the day for decompression. The room will include breathing prompts, printed mandalas for coloring, journaling prompts connected to session content, and a walking meditation prompt. Led by: Dr. Megan Murph, Director of the Budds Center for American Music Studies, and Instructor of Musicology |
| 2:00pm-2:50pm | Arts and Sciences: A Match Made in Education Heaven Track: Effective Teaching for All Learners It is no surprise that schools often combine Arts and Sciences into one college, as the two have a beautiful relationship. Nature, and thus science, will always serve as an important muse for all forms of art, and art is what helps us to understand and make sense of the world around us. In this session, we will discuss how to use various forms of art to make science more accessible for students and invite participants to consider ways in which they can bring their own classes to life. Participant Outcomes: -Gain knowledge about strategies to explain concepts outside of traditional lecture -Learn about how to incorporate the use of interpretive movement and demonstrations in their classes Presented by: Amanda Durbak, Associate Teaching Professor of Biological Sciences Kathleen and Robert Unrath Excellence in Visionary Teaching Award Winner, 2024 |
| 2:00pm-2:50pm | Student Voices on AI: What’s Happening in MU Classes Track: Teaching with AI Curious about how students are really using AI in their classes? In this interactive panel, MU undergraduates will talk candidly about how they’re using AI for coursework, what they’re seeing other students do, how they’re feeling about meaningful learning in an AI age, and how they’re thinking about AI and career readiness. Attendees will hear directly from students about what excites them, what concerns them, and the guidance they seek from MU faculty. Participant Outcomes: -Gain insight into students’ actual experiences with AI in coursework. -Hear about the range of student attitudes toward AI use in learning. -Identify opportunities to better support responsible and meaningful student use of AI. Presented by: Flower Darby, Associate Director, Teaching for Learning Center |
