Annual Virtual Conference
January 12-16, 2026
Keynote Presentation:
Joyful Teaching in Every Class: Find Your Fizz to Boost Learning and Success.
Wednesday, January 14th, 2026 – 10:00am-10:50am
About the Keynote session: Given the challenges we’re currently navigating, it’s easy to lose sight of the higher purpose and value of effective teaching. We’re changing lives and helping dreams come true. Based on Flower Darby’s forthcoming book, The Joyful Online Teacher (due out in April 2026), this session will explore how to promote flourishing, both our own and our students’, and rediscover the joy inherent in transformational teaching and learning.
Conference Schedule:
All conference days will observe a lunch break from 12:00pm-1:00pm
Monday, 01/12
| Time | Session info |
| 9:00am-12:00pm | Campus Writing Program – WI Faculty Retreat This will be a virtual retreat hosted by the Campus Writing Program More information available on the Campus Writing Program Website |
| 1:00pm-1:50pm | Assessment Strategies to Address Grade Inflation Across higher education, grades have been on the rise—raising questions about their validity and purpose. While many faculty recognize the limits of traditional grading, few have the tools or institutional support to change entrenched systems. This interactive session examines the problem of grade inflation head-on, situating it within a larger discussion about what grades do—and don’t—tell us about student learning. Participants will explore practices and models such as educational assessment processes, standards-based grading and more. Attendees will leave with practical strategies. Presented by: Rose Metro, Associate Teaching Professor, Learning, Teaching & Curriculum Corey Koedel, Professor of Economics and Public Policy, College of Arts & Sciences Jonathan Cisco, Director of Educational Assessment, Office of the Provost |
| 2:00pm-2:50pm | From Gloom to Bloom: Four Research-Based Strategies to Foster Emotional Well-Being and Engagement Discover four evidence-based strategies to boost emotional well-being and engagement in college classrooms. This interactive session blends social-emotional learning, active pedagogy, and prosocial practices to create inclusive, student-centered environments. Walk away with practical tools and a personalized action plan to enhance learning, strengthen relationships, and support student success. Projected Outcomes: -Recognize how emotional climate influences student engagement, learning, and classroom inclusivity in higher education. -Examine the role of positive emotions and prosocial behaviors in creating supportive, student-centered learning environments. -Implement four actionable, research-informed strategies to foster emotional well-being and connection in college classrooms. -Reflect on how these strategies integrate with high-impact practices and inclusive pedagogy to enhance student success. Presented by: Haylee Anderson, Educational Program Specialist, College of Education and Human Development – eMINTS National Center |
| 2:00pm-2:50pm | Success in Nursing: Coaching for Excellence Learn how the Sinclair School of Nursing’s Success Coach Framework improves academic success, retention, and student well-being through holistic, relationship-centered support. This session highlights key design elements, measurable outcomes, and practical strategies for early intervention across academic, personal, and career domains. An interactive case study will guide participants in applying coaching principles to real-world scenarios, offering adaptable tools for institutions with or without formal coaching roles. Projected Outcomes: -Describe the structure and impact of the Success Coach Framework, including key processes and outcomes. -Identify adaptable strategies for proactive, holistic student support in diverse institutional contexts. Apply coaching principles through an interactive case study to inform decision-making and early intervention. -Generate at least one actionable idea to strengthen student success efforts within their own programs. Presented by: Christyl Barnes, EdD (c), MSN, BHS, Student Success Coach/Assistant Teaching Professor, Sinclair School of Nursing Dr. Meredith Buchmeier, DNP, CPNP-PC, Student Success Coach/Assistant Teaching Professor , Sinclair School of Nursing |
| 3:00pm-3:50pm | Does it Help or Hinder?: The Complexities of AI in Accessibility and Equity in Education Since 2022, artificial intelligence (AI) has rapidly reshaped higher education, challenging traditional teaching practices and prompting new conversations about equity, care, and critical thinking. This interactive workshop invites educators to explore how AI intersects with transgressive education—an approach that pushes boundaries to foster inclusive and transformative learning. Through guided discussions, collaborative activities, and reflective writing, participants will examine how AI can both enhance accessibility and unintentionally reinforce inequities. Join us to reflect, share, and leave with practical strategies for integrating AI in ways that support ethical, equitable, and student-centered learning. Projected Outcomes: -Critically evaluate the role of AI in transgressive education, with attention to how it can both enhance and hinder equity, accessibility, and student agency. -Engage in reflective and collaborative activities to explore ethical considerations and practical strategies for integrating AI in student-centered ways. -Develop actionable approaches for using AI tools to support transformative learning while maintaining a commitment to care, critical thinking, and equitable outcomes. Presented by: Caroline Waldbuesser, Assistant Teaching Professor, Communication Kara Starnes, PhD Graduate Student, Communication Evan Kirksey, PhD Graduate Student, Communication Kendal Lyssy, PhD Graduate Student, Communication |
Tuesday, 01/13
| Time | Session info |
| 10:00am-10:50am | AI on Campus: Tools, Resources, and Support for Teaching and Learning This session provides an overview of the AI tools, policies, and teaching resources available to support instructors across campus. Representatives from the AI Committee, Academic Technology, and the Teaching for Learning Center will share updates on current initiatives, responsible use guidelines, and examples of effective classroom applications. Participants will learn about available supports and have an opportunity to discuss how AI can enhance teaching and learning at Mizzou. Projected Outcomes: -Identify campus AI resources available to support teaching and learning. -Understand emerging guidelines for responsible and ethical AI use in instruction. -Recognize practical opportunities to incorporate AI tools to enhance student engagement and learning outcomes. -Provide informed feedback to help shape ongoing campus initiatives and faculty support for AI integration. Presented by: Kevin Brown, Chair, AI Committee; Associate Professor of Digital Media and Performance Justin Palozola, Senior Technical Resource Manage, Mizzou Online Abbie O’Sullivan, Director of Enterprise Architecture, Information Technology |
| 11:00am-11:50am | Showcasing Learning Through ePortfolios: Connecting Pedagogy and Technology ePortfolios offer students powerful opportunities to reflect on growth, document learning, and showcase achievements beyond the classroom. In this session, we’ll explore the pedagogical benefits of ePortfolios and share practical strategies for integrating them into coursework to enhance reflection, assessment, and professional development. Participants will also see a demonstration of MU’s new ePortfolio tool, including its key features, Canvas integration, and available campus support. Projected Outcomes: -Explain the benefits of ePortfolios for student reflection and learning. -Identify effective strategies for incorporating ePortfolio assignments into courses. -Navigate MU’s new ePortfolio tool and understand its integration with Canvas. -Access campus resources to support ePortfolio implementation. Presented by: Joshua Merlenbach, Application Administrator, UM Academic Technology Jennifer O’Connor, Assistant Teaching Professor, Sinclair School of Nursing |
| 11:00am-11:50am | Early Peek into Mizzou’s Walled Garden, Show-Me AI, and Learn What the Secure AI Tool Can Do for your Faculty and Students Mizzou faculty have long requested a secure, walled garden AI tool—and now it’s here! Show-Me AI, currently in its first year of testing, offers powerful features to enhance teaching, streamline class management, and support everyday tasks. In this session, we’ll demonstrate the tool’s capabilities, share real faculty use cases, and explore how AI can transform assignments and projects within a secure environment. Participants will also learn about access timelines and have the opportunity to share ideas for future applications. Projected Outcomes: -Explain how AI can be used to enhance teaching, course development, and day-to-day academic tasks. -Identify opportunities for designing innovative assignments and projects within a secure AI environment. -Navigate key features of Show-Me AI and understand its benefits for faculty and students. -Generate ideas for integrating AI into their own teaching practices and share potential use cases. Presented by: Justin Palozola, Senior Manager, UM System Academic Technology |
| 1:00pm-1:50pm | Striving for Tomorrow: Supporting Autistic Young Adults Supporting students with autism requires intentional communication and strategies that promote independence and success. This session introduces practical approaches for fostering employment readiness and highlights the STRIVE Program, a post-secondary initiative at the University of Missouri. Participants will gain insight into balancing employment skills with essential soft skills and learn how to embed strength-based strategies into instructional models. Projected Outcomes -Identify at least three barriers students with autism face in achieving successful post-secondary outcomes. -Describe three key components of effective programming for employment skill development. -Apply a strength-based approach to address employment needs and soft skills in instructional design. -Explore strategies for balancing priorities between technical and interpersonal skills. Presented by: Jaclyn Benigno, Research Associate, Thompson Center |
| 1:00pm-1:50pm | The Feedback Revolution: Secure, Personalized Coaching with Show-Me AI This session introduces an innovative, data-driven approach to delivering personalized, FERPA-compliant feedback using the University of Missouri’s Show-Me AI platform. Developed and implemented in Business Analytics courses within the Trulaske College of Business, this model demonstrates how instructors can combine student performance data, learning objectives, and course materials to generate individualized coaching reports” securely and at scale. Participants will see how the Show-Me AI walled-garden environment enables responsible use of generative AI within Mizzou’s secure infrastructure to draft individualized feedback from multiple-choice exam performance. Instructors review, edit, and finalize all feedback; no grading is performed by AI. The workflow reduces time spent on repetitive tasks and delivers growth-oriented feedback letters that deepen student learning. Projected Outcomes: -Apply Show-Me AI to deliver FERPA-compliant, data-informed feedback that supports student learning and privacy. -Design ethical, student-centered feedback systems that promote academic integrity and meaningful engagement. -Evaluate practical strategies for integrating AI into teaching to enhance efficiency, foster interdisciplinary collaboration, and uphold responsible assessment practices. Presented by: Kihyung Kim, Associate Teaching Professor, Department of Management |
| 2:00pm-2:50pm | Helping Students Find Their Voice: Creative Strategies for Engaged Academic Writing In this interactive workshop, faculty will explore creative ways to help students build confidence and authenticity in their academic writing. Together, we’ll experiment with found poetry to uncover tone and meaning, elevator pitch one-sentence summaries to sharpen focus and clarity, and model text readings to notice style and voice. Participants will try out these quick, adaptable strategies and discuss how to integrate them into their own courses. You’ll leave with ready-to-use activities and fresh ideas for making academic writing more engaging, empowering, and true to students’ individual voices. Projected Outcomes: -Attendees will see the range of writing used to support students’ academic writing. -Attendees will learn about a few inventive assignments that can be customized for their course and allow for student choice and ownership. -Instructors will be challenged to think about using HIPs Quality Dimensions to improve student learning and engagement in their course. Presented by: Lissa Behm-Morawitz, Professor and Chair, Department of Communication Amy Lannin, Director, Campus Writing Program Christy Goldsmith, Associate Director, Campus Writing Program |
| 2:00pm-2:50pm | Research Intensive Course Faculty Panel Learn about MU’s new Research Intensive (RI) course designation and its role in advancing high-impact practices. After a brief overview of the RI initiative and the MU Council on High Impact Practices (CHIPs), a panel of RI instructors will share what makes their courses research intensive, how they scaffold assignments for student growth, and strategies for managing workload while providing frequent feedback and public communication. Attendees will gain insights on aligning courses with MU’s Strategic Plan—across disciplines and levels, not just STEM or senior courses. Projected Outcomes: -Understand requirements and application process for RI courses -Recognize existing course activities and assignments that are aligned with RI designation -Identify RI requirements that can be easily adapted from current elements in their course and/or added -Recognize opportunities in their department curriculum that could align with the RI designation initiative. Presented by: Linda Blockus, Director, Office of Undergraduate Research Faculty Panelists: Timothy Langen, Associate Professor, School of Language, Literatures, and Cultures Jamie Mestres, Assitant Teaching Professor and Director of Undergraduate Studies, Textile & Apparel Management Soren Larsen, Professor, Honors College Nicolette Leiby, Assistant Teaching Professor and Career Services Advisor, Textile & Apparel Management Amy Petry, Assistant Professor, College of Agriculture, Food, and Natural Resources Kristin Schwain, Professor, School of Visual Studies |
| 3:00pm-3:50pm | Story as Strategy: Using Narrative Design to Deepen Reflection, Retention, and Relevance in Learning Stories shape how we think, learn, and connect. This interactive workshop introduces educators to three core mechanisms of narrative design—infrastructure, map, and engine—and shows how these principles can make teaching more engaging and memorable. Drawing on Angus Fletcher’s Wonderworks and insights from leading scholars, participants will practice story-based strategies to structure content, motivate learners, and foster reflection. Attendees will leave with practical tools to turn lessons into meaningful learning journeys across any discipline. Projected Outcomes: -Explain how narrative design functions as a cognitive and emotional framework for learning. -Map course content into clear narrative arcs that build structure, direction, and motivation. -Develop reflection prompts and activities that connect personal growth to academic mastery. -Apply story-based strategies to enhance engagement, retention, and relevance across disciplines. Presented by: Joshua Shinn, Extension Engagement Specialist & Field Specialist in Community Development, MU Extension |
| 3:00pm-3:50pm | Academic HIPs 101 High-Impact Practices (HIPs) are central to MU’s Strategic Plan goal of ensuring every graduate completes 3+ HIPs. This session provides a foundational overview of HIPs based on the AAC&U framework, including what defines a HIP, the essential quality dimensions, and how these practices are implemented and tracked at MU. Faculty will learn how to design or adapt courses to meet HIPs criteria with academic rigor and intentionality, and leave with practical steps for developing HIPs-designated courses. Projected Outcomes -Explain the AAC&U definition and purpose of High-Impact Practices. -Identify the key quality dimensions that distinguish HIPs. -Recognize how HIPs are implemented and tracked at MU. -Determine next steps for aligning their courses with HIPs principles. Presented by: Graham McCaulley, Director, Community for Engaged Learning Nicole Monnier, Professor, Languages and Literatures Erika Waller, Teaching Professor, Psychological Sciences Amy Lannin, Director, Campus Writing Program Linda Blockus, Director, Office of Undergraduate Research |
Wednesday, 01/14
| Time | Session info |
| 10:00am-10:55am | Keynote Presentation – Joyful Teaching in Every Class: Find Your Fizz to Boost Learning and Success Given the challenges we’re currently navigating, it’s easy to lose sight of the higher purpose and value of effective teaching. We’re changing lives and helping dreams come true. Based on Flower’s forthcoming book, The Joyful Online Teacher (due out in April 2026), this session will explore how to promote flourishing, both our own and our students’, and rediscover the joy inherent in transformational teaching and learning. Presented by: Flower Darby, Associate Director, MU Teaching for Learning Center |
| 11:00am-12:00pm | Bring Your Own Brains: Keeping Student Cognitive Effort High When Using AI When students use AI to write or learn, it’s easy for thinking to drop out of the process. This session introduces practical strategies to design assignments and class activities that keep students mentally active and reflective, even when using AI tools. We’ll explore recent research on cognitive offloading and metacognitive prompting, then try out an interactive, gamified learning exercise that shows how AI can support rather than replace critical thinking. Participants will leave with ideas for keeping students’ brains fully engaged while using AI as a learning partner. Projected Outcomes: -Explain how AI tools can both support and diminish student critical thinking. -Recognize classroom moments where cognitive offloading is likely to occur during AI-assisted work. -Apply metacognitive prompting and gamified learning strategies to sustain mental engagement. -Adapt a teaching activity to keep students analytical and reflective thinking active when using AI. Presented by: Kevin Brown, Kevin Brown, Associate Professor, Theatre and Performance Studies |
| 1:00pm-1:50pm | Small Group LIVE sessions: Experience in Piloting this Discussion Board Alternative Tired of stale discussion boards? In this session, we share how a graduate-level theory course replaced traditional posts with Small Group LIVE Sessions to foster interaction and discourage reliance on GenAI. Learn how groups were formed, how sessions were structured and graded, and what worked (and what we’ll improve next time). We’ll also discuss student feedback and practical tips for implementing similar strategies in your own courses. Projected Outcomes: -Explain the rationale for replacing discussion boards with live sessions and the benefits for engagement. -Describe the setup, structure, and grading approach for Small Group LIVE Sessions. -Identify lessons learned and strategies for improving future implementations. -Consider how to adapt this model to their own courses and modalities. Presented by: Allison Anbari, Assistant Professor, Sinclair School of Nursing Brittany Marks, Graduate Student, Sinclair School of Nursing |
| 1:00pm-1:50pm | The Horcruxes of the 21st Century: Understanding and Navigating AI Agents in Teaching and Learning AI-powered browser tools like Google’s Homework Helper and agent browsers from OpenAI, Perplexity, and Opera are introducing new challenges for online assignments and assessments. This session examines these emerging threats, explores their capabilities, and discusses practical countermeasures such as proctoring tools and alternative assessment strategies. Participants will share experiences and consider implications for different course modalities and class sizes. Projected Outcomes -Identify emerging AI-driven browser tools and their potential impact on online assessments. -Evaluate risks and challenges these tools pose across various course modalities and sizes. -Explore countermeasures, including proctoring solutions and alternative assessment designs. -Discuss and share strategies for maintaining academic integrity in evolving digital environments. Presented by: Guy Wilson, Instructional Technologist, UM Academic Technologies Thomas Roedel, Instructional Technologist, UM Academic Technologies Kirk Dupree, Instructional Designer, Mizzou Online |
| 2:00pm-2:50pm | Aligning Faculty-Mentored Independent Research and Creative Scholarship Experiences With the RI Designation Across Disciplines MU’s new Research Intensive (RI) course designation sets a high standard for student research experiences, requiring structured support beyond traditional independent research credits. This session introduces two models for meeting RI requirements: a cohort seminar approach (Psychology) and a department-approved framework (Biology). Presenters will share strategies for ensuring quality, fostering peer learning, and maintaining administrative efficiency across multiple mentors, while aligning with MU’s commitment to high-impact practices. Projected Outcomes: -Understand requirements and application process for RI courses -Conduct initial assessment of department’s “independent research” course expectations in the context of RI requirements -Consider what the gaps are in student learning and expectations, support and structure, and mentor capacity to help facilitate department discussions -Recognize opportunities in their department curriculum that could align with the RI designation initiative. Presented by: Linda Blockus, Director, Office of Undergraduate Research Sarah Humfeld, Assistant Director, Office of Undergraduate Research Pam Brown, Assistant Director, Biological Sciences Nicole Campione-Barr, Professor, Psychological Sciences |
| 2:00pm-2:50pm | Rethink and Redesign Assessments and Assignments That Have Been Undermined by AI Join us as we introduce ways to rethink assessments and assignments that have been undermined by AI. We will talk about strategies to alter current assignments to better align with today’s AI capabilities while implementing best practices in teaching and learning. Participants will also discuss and consider recommendations including authentic, multimodal assignments and scaffolding to lower stakes while reducing the temptation to cheat. Projected Outcomes: -Understand innovative assessment types (authentic, multimodal, etc.) and universal design for learning. -Apply a different approach that takes AI into consideration and its capabilities. Presented by: Justin Palozola, Senior Manager, UM Academic Technology Kirk Dupree, Instructional Designer, Mizzou Online |
| 3:00pm-3:50pm | Better by Design: Elevating Engagement in Online Learning Discover how three Mizzou faculty redesigned their online courses to create more engaging, collaborative learning experiences. Dr. Jennifer O’Connor integrated collaborative presentations into a nursing pathophysiology course using Canvas discussion boards and Panopto, while Dr. Anandhi Upendran leveraged VoiceThread to foster authentic teamwork in Life Science Innovation and Entrepreneurship courses. Finally, Dr. Danielle Oprean pioneered a gamified learning experience, using Canvas mastery paths to reinforce the gamification concepts students were learning. Joined by Laura Foley and Persephone Lundolos from Mizzou Online, the panel will share design strategies, support resources, and practical tips for building meaningful collaboration in online learning. Projected Outcomes: -Analyze an online course for its existing strengths and opportunities for growth. -Discuss how to provide collaborative learning experiences in any modality. -Identify tools and resources to support your teaching and learning goals. Presented by: Laura Foley, Instructional Designer III, Mizzou Online Persephone Lundolos, Experience Designer, Mizzou Online Jennifer O’Connor, Assistant Teaching Professor, Sinclair School of Nursing Anandhi Upendran, Assistant Teaching Professor and Director of Biomedical Innovation, School of Medicine Danielle Oprean, Associate Professor, College of Education & Human Development |
| 3:00pm-3:50pm | AI Promptathon – Microsoft CoPilot Chat Join us for an energetic, hands-on session where you’ll discover how to write smart prompts, get instant answers, and tap into serious productivity power – no tech wizardry required. Whether you’re just starting out or already a pro, you’ll walk away with practical tips, a few laughs, and the confidence to make Copilot your everyday work companion. Projected Outcomes: -Learn how to utilize AI in day to day lives -Learn techniques to enhance interactions with this incredibly powerful tool. Presented by: Chuck Jones, AI Workforce Director, Microsoft |
Thursday, 01/15
| Time | Session info |
| 10:00am-12:00pm | Accessibility Hackathon Among computer programmers, a “hackathon” is an opportunity to collaborate to solve a problem or create something new. In light of updates to Title II of the Americans with Disabilities Act requiring that all digital teaching materials meet accessibility guidelines, we invite you to participate in an Accessibility Hackathon. This event offers participants dedicated time to review course materials for potential accessibility barriers, address those barriers, and get either in-person or virtual assistance from instructional designers and accessibility specialists. Projected Outcomes: -Use available resources (including Ally, the Microsoft Accessibility Checker, and the Canvas Accessibility Checker) to identify and fix accessibility barriers in your Canvas site and materials. -Demonstrate measurable progress toward creating a more accessible learning experience for all students. -Determine whether the “hackathon” approach would support your academic unit in meeting accessibility benchmarks. Presented by: Laura Foley, Instructional Designer III, Mizzou Online |
| 1:00pm-1:50pm | Teaching the Whole Student: What We Can Learn From Student-Athletes Student-athletes are highly visible on campus, yet their academic experiences are often misunderstood. This interactive session invites faculty to explore the realities, challenges, and strengths student-athletes bring to the classroom. We’ll examine common perceptions, review available academic support systems, and reflect on the role of feedback in motivating learning. Participants will share examples of impactful feedback and discuss what makes it meaningful, uncovering parallels between how athletes—and all students—respond to feedback, mentorship, and motivation. Attendees will leave with practical insights for supporting diverse learners and fostering resilience and success. Projected Outcomes: -Understand the academic realities, challenges, and strengths student-athletes bring to the classroom. -Recognize the role of feedback in motivating learning and fostering resilience. -Reflect on their own feedback practice and identify what makes feedback impactful. -Apply insights to support diverse learners through effective feedback and mentorship. Presented by: Julie Hagan, Senior Learning Specialist, Mizzou Made Academics Michelle Kelly, Director of Enhanced Learning, Mizzou Made Academics |
| 1:00pm-1:50pm | Teaching AI Application: Lessons Learned AI is transforming marketing—and education. In this session, learn how one instructor integrated AI marketing applications into a large (400+ student) course through written materials, in-class exercises, guest speakers, and a required IBM Generative AI Program via Coursera. The presenter will share methods, lessons learned, and student feedback, along with insights on AI as both a powerful tool and a potential challenge in teaching. Projected Outcomes: By the end of this session, participants will be able to: -Describe strategies for incorporating AI tools and applications into course design. -Recognize benefits and challenges of using AI in large-scale classes. -Consider how AI can enhance learning while maintaining academic integrity. Presented by: Joel Poor, Associate Teaching Professor of Marketing, Trulaske College of Business |
| 2:00pm-2:50pm | The Compassionate Classroom: Applying the Pedagogy of Kindness for Enhanced Student Engagement and Well-being How can we create learning environments that are both academically rigorous and deeply compassionate? Inspired by The Pedagogy of Kindness, this 50-minute workshop offers higher education educators practical, evidence-based strategies for translating empathy, psychological safety, and care into everyday teaching practices. Participants will explore research linking instructor kindness to reduced student anxiety and improved learning outcomes, and engage with low-prep techniques—such as flexible late policies, transparent rubrics, and empathetic feedback—that foster growth mindsets and inclusive classrooms. Attendees will leave with one personalized “Kindness Intervention” ready to implement next semester. Projected Outcomes: -Understand the impact of psychological safety on deep learning and retention, and explore how structural kindness goes beyond sentiment to shape inclusive, high-impact teaching practices. -Apply practical strategies for crafting compassionate, growth-oriented feedback and design at least one actionable “Kindness Intervention” for immediate use in your course. -Strengthen a human-centered teaching mindset by embracing instructional flexibility, empathy, and a commitment to student well-being without compromising academic rigor. Presented by: Rachel Bailey-Wood, Associate Clinical Professor, School of Social Work |
| 2:00pm-2:50pm | Sound Teaching: A Hybrid Approach to Teaching Hearing and Acoustics Through Experiential Learning Thinking about sound is challenging—we have a rich vocabulary for describing what we see, but very few words for what we hear. While we effortlessly perceive meaning in sound, articulating its qualities is far harder. Understanding sound and hearing is essential for effective teaching across disciplines, as it influences how students engage with language, music, and communication. This session shares strategies from courses like Hearing Science and Speech Acoustics that build awareness of this challenge, introduce vocabulary for describing auditory properties, and provide hands-on experiences linking theory to practice. We’ll also explore how hybrid modalities—combining in-person and online learning—can create individualized, active learning experiences that deepen understanding of sound. Projected Outcomes: -Explain why understanding sound and hearing is important for teaching across disciplines. -Identify strategies for introducing auditory awareness and descriptive vocabulary in course design. -Explore how hybrid teaching approaches can create individualized, hands-on learning experiences. -Apply methods for connecting experiential activities with theoretical concepts in their own courses. Presented by: Nicholas Smith, Assistant Teaching Professor, Speech, Language and Hearing Sciences |
| 3:00pm-3:50pm | From Nightmare to Effective Collaboration: Improving Teamwork in Public Health Education Using A Role-Based Framework. Group work often frustrates students due to unequal contributions, poor coordination, and lack of accountability. This session introduces a role-based framework that transforms group assignments into effective, equitable learning experiences. Participants will learn why traditional approaches fail and explore practical strategies, including structured collaboration plans, clearly defined roles, and peer evaluation rubrics that promote fairness and build essential teamwork skills. Projected Outcomes -Explain common challenges with traditional group work and why they persist. -Design collaboration plans that include communication strategies and conflict resolution procedures. -Implement role-based structures and peer evaluation systems to ensure equitable participation. -Apply strategies that foster accountability and develop teamwork skills relevant beyond graduation. Presented by: Sonita Simelus, Assistant Teaching Professor, College of Health Sciences – Department of Public Health |
| 3:00pm-3:50pm | Inventive Course Assignments and Activities: Ideas from Comm 4420W For seven years, Communicating Research and Scholarship (Comm 4420W) has helped juniors and seniors from diverse majors share their research through writing and other modes of communication—oral, visual, and digital. This Writing Intensive course integrates High-Impact Practice (HIP) principles such as frequent feedback, real-world applications, and public demonstrations of competence. In this session, instructors, Amy Lannin (Campus Writing Program) and Linda Blockus (Undergraduate Research will showcase adaptable assignments and activities—like faculty interviews, peer review, critiques, free-writing, and elevator pitches—that foster engagement and ownership across disciplines. Projected Outcomes -Recognize the range of writing and communication strategies that support student research. -Identify inventive assignments that can be customized for different courses and allow student choice. -Apply HIPs Quality Dimensions to improve engagement and learning in their own teaching. Presented by: Linda Blockus, Director, Undergraduate Research Amy Lannin, Director, Campus Writing Program |