Teaching Renewal Week (January 13 – 17, 2025), is an annual virtual conference to help us prepare for teaching in the upcoming semester. This year, the focus is transformative themes of Teaching with AI and High Impact Practices (HIPs).
If you have any questions, please contact us at teaching@missouri.edu.
Welcome Mizzou’s own Dean Marisa Chrysochoou, Ketcham Professor and Dean of the College of Engineering as co-chair for this year’s Teaching Renewal Week.
Keynote Presentations:
High Impact Practices
Tuesday, January 14th, 2025 11:00am-11:50am
Dr. Tia Brown McNair is a Partner at Sova, a company that facilitates transformative change through actionable strategies and practical implementation support. She also serves as a Senior Consultant with AAC&U, where she was 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.
In her senior leadership position at AAC&U, she oversaw both funded projects and AAC&U’s continuing programs on equity, inclusive excellence, high-impact practices (HIPs), student success, and campus climate, and directed AAC&U’s Summer Institutes on HIPs and Student Success, and TRHT Campus Centers. She is the co-author of From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education (January 2020) and Becoming a Student-Ready College: A New Culture of Leadership for Student Success (July 2016 and August 2022 Second edition). McNair is the editor of Strengthening Campus Communities Through the Truth, Racial Healing, and Transformation Framework published by Routledge in June 2024. In May 2023, McNair received an honorary degree from Franklin Pierce University for her national work to dismantle a false belief in a hierarchy of human value and for her efforts to advance racial equity to support the success of all students. NASPA, the association of Student Affairs Administrators in Higher Education, named McNair the 2024 recipient of the Outstanding Contribution to Higher Education Award.
Practical AI for Educators
Wednesday, January 15th, 2025 10:00am-10:50am
In this session, we’ll explore the potential of AI as a tool for teaching and learning. The session will cover the following topics:
- Educator Aids: How to make teaching easier and more effective using AI
- Student Aids: AI and student-centric use cases
- Combining AI with human expertise & pedagogy to enhance student learning
- Teaching with and about AI: benefits and pitfalls.
Outcomes:
- Identify potential benefits and challenges of using generative AI to support student learning.
- Explore how generative AI can be used as a supportive tool in teaching practice.
- Reflect on how to work with generative AI as a co-intelligence to amplify educator expertise
Dr. Lilach Mollick is Co-Director of the Generative AI Labs at Wharton. Her work focuses on the development of pedagogical strategies that include artificial intelligence and interactive methodologies. She has worked with Wharton to develop a wide range of educational tools and games used in classrooms worldwide. She has also written several papers on the uses of AI for teaching and training, and her work on AI has been discussed in publications including The New York Times and Vox. She advises companies and organizations on the advantages and risks of AI in teaching. She holds a doctorate in Education from NYU.
Conference Schedule:
All conference days will observe a lunch break from 12:00pm-1:00pm
Tuesday
| 9:00am-12:00pm | Campus Writing Program – Faculty Intensive Workshop The Campus Writing Program is pleased to offer the WI Faculty Workshop virtually on January 14, 2025 from 9 am to 12 pm. Are you interested in teaching with writing without drowning in the challenges of grading and extra work? This virtual workshop will include interactive sessions on the following topics, and more! – Using informal writing to spark critical thinking – Designing diverse and effective writing assignments – Addressing how to respond to student writing – Assessing students’ final written products – Incorporating revision in the writing process and structuring peer review This workshop will fulfill the requirement to attend a WI Workshop for WI Certification. For more information on this requirement, please visit our website: https://cwp.missouri.edu/wi-workshop-attendance/ Click the link and fill out the form to register, then look for a calendar invitation with the Zoom link prior to the event. |
| 11:00am-11:50am | Keynote Presentation: High Impact Practices Details will be announced soon. Facilitated by: Tia Brown McNair, Sova Partner, Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers – AAC&U |
| 1:00pm-1:50pm | UDL in Action: Real Stories and Strategies for Inclusive Learning Universal Design for Learning (UDL) is a framework based on scientific insights into how people learn, designed to optimize teaching and learning for all students by offering flexible pathways for engagement, representation, and action and expression. While UDL provides powerful tools for creating more inclusive and engaging classrooms, turning these principles into real teaching practices can feel overwhelming. In this session, a panel of campus UDL champions will share their own experiences and strategies for bringing these principles to life. Each panelist will provide practical insights into how they have incorporated UDL, the impact they’ve seen in student engagement and learning, and the strategies that have worked best for them. Whether you’re an instructor, administrator, or simply interested in creating inclusive learning spaces, you’ll come away with ideas and inspiration for using UDL to support all students. Participants will: – Explain benefits and challenges of implementing UDL from the vantage point of members of teaching faculty, academic leadership, instructional design, and the Disability Center. – Gain actionable insights and strategies for integrating UDL into teaching practices to foster inclusive learning environments. Facilitated by: Ashley Brickley, Director of the Disability Center Nicole Monnier, Teaching Professor Russian & Associate Dean for Undergraduate Studies with the College of A&S Laura Foley, Instructional Designer, eLearning Caroline Waldbuesser, Assistant Teaching Professor, Department of Communication |
| 1:00pm-1:50pm | Changing Community engagement through the Incorporation of High Impact Practices: Finding Resonance with the “Anxious Generation” High Impact Practices (HIPs) will disrupt boundaries between disciplines, promote engagement, and define our role as community catalysts for change. We view the current moment of transition as an opportunity to lean-in to our strengths in HIPs offerings, including service learning, research-intensive, writing-intensive, study abroad, internships, and peer groups. Starting in 2025, Mizzou will require all degrees to include at least three HIPs opportunities, however, our program will strategically embed seven into the curriculum. This approach aims to foster a culture of iteration and resiliency among students, despite the challenges posed by generative AI and increasing anxiety. Our goal is to create a community where students feel connected, motivated, and prepared to make a positive impact through their work and service. Participants will: – Learn more about High Impact Practices in a Professional program at Mizzou – Develop a roadmap of personally meaningful educational experiences as a guide – Formulate ideas on how to catalyze these opportunities in their program Facilitated by: Lyria Bartlett, Chair, Architectural Studies Janna Lancaster, Associate Teaching Professor, Architectural Studies |
| 2:00pm-2:50pm | The Research Intensive (RI) course attribute: Formalizing an important HIP Suhwon Lee, Teaching Professor & Director of the Center for Applied Statistics and Data Analysis MU has a NEW course attribute to recognize courses where undergraduates are actively engaged in project-based work that incorporates the process of research, inquiry or creative activity and scholarship that adheres to disciplinary norms. The Research Intensive (RI) course attribute serves as a way to document Undergraduate Research as a High Impact Practice. This session will provide information on required and optional learning outcomes, the application process, and review criteria. A panel of faculty teaching RI courses from a variety of disciplines will discuss their approaches, activities, challenges, and breakthroughs. Participants will: – Learn about the new RI course attribute designation and application requirements – Consider how HIP Quality Dimensions may be incorporated into RI courses – Hear from faculty from a variety of disciplines that are teaching RI courses – Consider how RI courses might be scaffolded to fit into the department curriculum map Facilitated by: Linda Blockus, Director, Office of Undergraduate Research Amy Petry, Assistant Professor, Animal Science |
| 2:00pm-2:50pm | Neuroinclusion in the Classroom using a Strengths-based Approach This talk will introduce the ecological model of neurodiversity and a strengths-based approach as the theoretical framework to develop neuroinclusive ecosystems in higher education. The application of the framework in combination with Universal Design for Learning principles towards a set of standards for neuroinclusive teaching will be presented, along with examples of adoption of the practices within large engineering courses. Participants will: – Gain practical insights into developing neuroinclusive teaching practices tailored for diverse, large-scale classrooms. – Through examining real examples of neuroinclusive practices within engineering courses, participants will be equipped to evaluate, adapt, and implement these approaches in their own teaching, fostering an environment that supports neurodiverse students effectively. Facilitated by: Marisa Chrysochoou, Dean, Mizzou College of Engineering |
| 2:00pm-2:50pm | How to Be an Effective Prompt Engineer with Generative AI In this session we will review various effective methods for using Generative AI to enhance value in the teaching/learning process. Engineered prompts can accelerate creative production and other processes by streamlining and reframing communications, reducing the time to produce quality content, and generating sufficient foundational resources in our fields and in our courses. Participants will: – Brainstorm and develop an engineered prompt to produce an output or deliverable (like an active-learning exercise, assignment, bibliography, etc.) – Discover and learn about novel ways of applying Generative AI to enhance workflow for teaching. Facilitated by Dr. Anthony Vatterott, Assistant Teaching Professor and Director of the Center for Sales and Customer Development |
| 3:00pm-3:50pm | Using High Impact Practices in Online Education L. Dee Fink outlines five high-impact teaching practices in his article of the same name (2016 CELT Vol IX). He includes a discussion of the six aspects of the synergistic Taxonomy of Significant Learning: 1) Meta-learning (learning how to learn); 2) Educational Knowledge (understanding and remembering); 3) Application; 4) Integration; 5) Human Dimension (learning how to be self-directing and interact with others); 6) Caring (developing or re-assessing one’s feelings, interests and values). We will share two excellent online courses, taught by Kemper Award winning instructors how HIPs can be used in online STEM education. Participants will: – Identify where they already use these practices, and where they might apply them – Evaluate their course materials to identify areas that may benefit from implementation of high impact practices – Understand that Human Dimensions and Caring are important parts of significant learning. Facilitated by: Laurie Wallace, Director of Veterinary Online & Undergraduate Programs & Associate Teaching Professor, Veterinary Medicine Surgery Tim Evans, Associate Professor & State Ext. Specialist, Veterinary Medicine, Biomedical Sciences Christopher Baines, , Associate Professor Biomedical Sciences & Research Investigator Dalton, Biomedical Sciences |
| 3:00pm-3:50pm | How to Prepare for New Federal Guidelines for Digital Accessibility Digital accessibility is not only a best practice for inclusive teaching, but also the law. By April 2026, all electronic materials provided by state and local government entities must meet Web Content Accessibility Guidelines (WCAG) 2.1. In other words, your Canvas site and all materials you offer must be accessible, even if you have not received a request for accommodation. Join us to learn more about what this means and how you can prepare. Participants will: – Recognize how updates to Title II of the Americans with Disabilities Act (ADA) will require all electronic teaching materials to be accessible by April 2026. – Explain how to ensure that electronic files are accessible. – Create a plan for accessibility training to meet the April 2026 deadline. Facilitated by: Laura Foley, Instructional Designer, eLearning Manon Allard- Kropp, Instructional Designer, eLearning |
| 3:00pm-3:50pm | Integrating Undergraduate Research Learning Outcomes into your Courses and Mentoring Undergraduate Research is an important High Impact Practice (HIP) at MU. This session will outline several frameworks to consider when creating or enhancing courses, mentoring, and programs to maximize student learning and engagement. This session will be helpful for faculty who mentor individual students, instructors who teach with a CURE approach (Course-embedded Undergraduate Research Experiences) and wish to gain RI designation, and leaders of department honors programs. Participants will: – Connect their own course objectives with NACE competencies and Evaluate UR learning outcomes – Consider the learning environment for course-based, independently-mentored undergraduate research experiences, and programs using High Impact Practices Quality Dimensions and a holistic model of student research engagement – Utilize one or more frameworks to inform approaches and learning outcomes for an RI course proposal Facilitated by: Linda Blockus, Director, Office of Undergraduate Research |
Wednesday
| 10:00am-10:50am | Keynote Session: Practical AI for Educators In this session, we’ll explore the potential of AI as a tool for teaching and learning. The session will cover the following topics: – Educator Aids: How to make teaching easier and more effective using AI – Student Aids: AI and student-centric use cases – Combining AI with human expertise & pedagogy to enhance student learning – Teaching with and about AI: benefits and pitfalls. Participants will: – Identify potential benefits and challenges of using generative AI to support student learning. – Explore how generative AI can be used as a supportive tool in teaching practice. – Reflect on how to work with generative AI as a co-intelligence to amplify educator expertise. Facilitated by: Lilach Mollick, Co-Director of the Generative AI Labs, Director of Pedagogy, Wharton Interactive. |
| 11:00am-11:50am | Teaching with AI at Mizzou: A Panel Discussion with MU AI Teaching Fellows Join this timely conversation about how educators at MU are teaching with AI. Hear from six of the current AI Teaching Fellows about what is happening in our colleges and schools. They’ll share their impressions and perhaps their prognostications for where faculty imagination is taking us next. Participants will: – Grow awareness of how colleagues are integrating AI technology for teaching and learning. Moderator, Tori Mondelli, Founding Director, Teaching for Learning Center Panelists: Jayne Woods, Associate Teaching Professor, School of Law; Daniel Credeur, Associate Teaching Professor, CAFNR; Gregory Cox, Assistant Teaching Professor, College of Health Sciences; Cynthia Dudenhoffer, Associate Teaching Professor, College of Education & Human Development; Eric Parsons, Associate Teaching Professor, Truman School of Public Affairs; and, Ashlie Lester, Associate Teaching Professor, College of Education & Human Development |
| 1:00pm-1:50pm | Team-Based Learning: Evidence-based strategy for inclusive learning Critical thinking and classroom engagement are two pivotal skills for students to succeed in higher education, yet strategies to address these in the context of inclusive and culturally responsive practice seem elusive. I have found Team-Based Learning (TBL; Michaelsen & Richards, 2005) activities to both solicit active participation from every student and mindfully generate community among diverse learners while taxing Bloom’s higher order thinking to analyze and evaluate classroom material (Armstrong, 2010). During this session TBL activities will be used to share the three steps and four underlying principles of TBL. Participants will: – Experience and learn how to apply the three basic steps of Team-Based Learning in their online or in-person classroom – Discover the four underlying principles of TBL which support inclusivity among diverse learners Facilitated by: Shannon Locke, PhD Candidate, Department of Special Education |
| 1:00pm-1:50pm | Live from the AI Kitchen – Cooking with Gen AI Get ready to mix bytes with bites! The AI Kitchen Show mixes together the worlds of culinary arts and generative AI. Think “Nailed It” (popular cooking show) combined with ChatGPT. Join us as we walk through AI-infused recipes to show you how easy it is to implement AI into your class. Participants will: – Grow in their knowledgeable about gen AI and using it in classes – Increase their confidence and comfort level with designing and implementing AI assignments and activities Facilitated by: Justin Palozola, Senior Technology Resource Manager, eLearning Kris Baranovic, Instructional Design Manager, eLearning Dave Gellman, Instructional Technologist, eLearning |
| 2:00pm-2:50pm | Experiential Learning through Real-World Partnerships This panel is designed for educators looking to integrate community partnerships into their courses to give students meaningful, impactful learning experiences. We will showcase how an undergraduate marketing course at the University of Missouri empowers students by partnering them with local producers to create actionable, real-world marketing strategies. The course, rooted in experiential learning, has students work directly with small businesses to develop promotional plans, financial projections, and customer engagement tactics. The session will feature the course instructor, a local producer, and a group of students, all sharing how this hands-on experience has enhanced student learning, fostered a deeper understanding of business challenges, and given students practical tools for success post-graduation. Participants will: – Gain insights into the power of experiential learning – Learn how to partner with local businesses effectively – Develop ideas for implementing similar hands-on experiences in their own courses Facilitated by Annette Kendall, Assistant Professor, Applied Social Sciences |
| 2:00pm-2:50pm | Panel discussion: Evidence-based teaching and learning with AI in COMM 2100 Artificial intelligence (AI) is rapidly advancing and increasingly being adopted by students. Despite its growing presence in education, AI is often seen as a “black box” with many concerns about its use. To address this, there is a need to understand AI’s capabilities and integrate its ethical use in classrooms. The staff of COMM 2100: Media Communication in Society created an essay assignment to help students apply course concepts to AI tools like ChatGPT. Students must find a recent popular press article, summarize it using AI, and relate it to a course concept. They then evaluate the AI’s performance and discuss its societal impact. This assignment aims to enhance students’ digital skills and critical thinking, preparing them for future careers where AI is relevant. By learning to use AI effectively, students can better understand its role and limitations in education and beyond. Participants will: – Deepen their understanding of how to teach their students to use AI with digital tools – Reflect on their role in guiding students for the ethical use of AI. Facilitated by: Chris Josey, Associate Teaching Professor, Communication Makenzie Schroeder, MU Student Na Wang, MU Student |
| 2:00pm-2:50pm | Enhancing Teaching with NSSE Insights The National Survey of Student Engagement (NSSE) is a vital national benchmarking tool that offers insights into student participation in educational practices linked to high levels of learning and student success. At MU, we strategically align past NSSE results with our student success priorities, focusing on areas such as the first-year student experience, student support infrastructure, high-impact practices (HIPs), and fostering a sense of belonging among students. MU participates in the NSSE every three years, with the next survey scheduled for the spring 2025 semester, targeting all first-year and senior students. This workshop aims to engage faculty in reviewing 2022 NSSE data results and discussing practical strategies for leveraging these insights to enhance teaching effectiveness, improve student learning outcomes, and promote high-impact practices. Participants will: – Identify key NSSE insights on student engagement and use them to develop strategies that enhance learning and success – Evaluate and apply NSSE findings to enhance their teaching activities Facilitated by: Rachael Orr, Director, MU Connect, Undergraduate Studies Ashli Grabau Director of Strategic Initiatives and Assessment, Student Affairs Jessie Jones, Coordinator of Assessment, Student Affairs Sarah Parsons, Senior Research Analyst, Student Affairs |
| 3:00pm-3:50pm | Integrating Undergraduate Research Learning Outcomes into your Courses and Mentoring Undergraduate Research is an important High Impact Practice (HIP) at MU. This session will outline several frameworks to consider when creating or enhancing courses, mentoring, and programs to maximize student learning and engagement. This session will be helpful for faculty who mentor individual students, instructors who teach with a CURE approach (Course-embedded Undergraduate Research Experiences) and wish to gain RI designation, and leaders of department honors programs. Participants will: – Connect their own course objectives with NACE competencies and Evaluate UR learning outcomes – Consider the learning environment for course-based, independently-mentored undergraduate research experiences, and programs using High Impact Practices Quality Dimensions and a holistic model of student research engagement – Utilize one or more frameworks to inform approaches and learning outcomes for an RI course proposal Facilitated by: Linda Blockus, Director, Office of Undergraduate Research |
| 3:00pm-3:50pm | AI-Powered Pedagogies Bring your ideas and examples to share with colleagues. In this session we will brainstorm AI use cases and share ideas for ways AI could be integrated to enhance the learning experience. We will also ask participants about what professional development opportunities (and on what topics) they have had with AI and what professional development opportunities (and on what topics) they would like to have in the future. Participants will: – Discuss the capabilities of generative AI and some of the challenges and opportunities afforded by this technology. – Identify some instructional approaches and assessment strategies that can support student learning and agency in the age of AI. – Generate one AI-related goal they want to achieve in their teaching practice. Facilitated by: Liz Du Plessis, Instructional Design Manager, eLearning Kirk Wilkins, Instructional Designer, eLearning |
Thursday
| 9:30am-12:00pm | Peer Review Workshop Peer Review is a critical support for teaching at MU. It is how instructors receive feedback to help improve their teaching and may be how they are formally evaluated. In this workshop campus educators will complete a two-part training on the campus peer review procedure and tools. The session will start with time for participants to complete all or part of the online training to familiarize themselves with the system. In the second part of the session, participants will have an opportunity to ask questions about the peer review process, learn strategies for providing useful feedback, and practice with the campus-supported peer review process and instruments. Participants will: – Complete peer reviews using the campus system. – Answer questions they have about peer review in general, or the campus system specifically. – Engage colleagues in affirming and constructive conversations about their teaching using the ARCH method. Facilitated by: Members of the T4LC Advisory Board Show-Me Teaching for Learning Subcommittee Bethany Stone, Curators Distinguished Teaching Professor, Biological Sciences Jason Furrer, Associate Teaching Professor, Molecular Microbiology Immunology Jenny Wentz, Associate Teaching Professor, School of Natural Resources |
| 1:00pm-4:00pm | Campus Writing Program: Writing Intensive TA Workshop |
Friday
| TBA | Graduate Teaching Orientation – Spring Orientation Meeting |