Scholarship of Teaching and Learning Conference

Proposal submission closes on  August 30, 2024. Submit using the following link:

Submissions!

2024 Keynote speaker: Stephanie Medley-Rath, Ph.D.

Demonstrating Your Teaching Excellence Through Sharing Your Teaching Materials

Do you have a passion for teaching? Are you designing engaging and effective learning experiences for your students? Are you seeking ways to demonstrate your teaching excellence that go beyond student evaluations of teaching? Sharing your great teaching activities and methods can benefit your colleagues and students, and the wider teaching community in your discipline. By sharing your teaching idea, you can (1) feedback for your work, improving your teaching in the process; (2) receive recognition for work, supporting your career goals; (3) enhance your professional development and reputation, leading to opportunities; (4) contribute to the scholarship of teaching and learning in your discipline and more broadly; and (5) support other instructors who are looking for new and effective ways of teaching. In this address, I will review the range of places your teaching ideas may be shared depending on your institutional context and career goals. You should walk away with a plan for how you can be strategic about sharing your teaching materials so that you and your students benefit.

 

Information about concurrent sessions

Co-Teaching in Teacher Education: Elementary Math and English Language Learner Professors Co-Designing and Modeling Equity

Molly Riddle, Ph.D., Indiana University Southeast
Kelli Bernedo, Ph.D., Indiana University Southeast

Meeting Room A – Zoom ID# 859 9598 1509

Our objective for this group presentation is to share a research-based framework that identifies effective and equitable co-teaching practices for EPPs to use to co-design, model, and measure outcomes for teacher candidates. As elementary Mathematics and English Language Learner (ELL) methods teacher educators, we will first deliver a brief overview of how we co-designed and modeled equitable co-teaching structures for our teacher candidates to accommodate the unique needs of PreK-12 ELLs.

Our intention for this session is not to teach false notions of equitable co-teaching best practices, but rather open a dialogue about what we did, why we did it, and what comes next. We would then facilitate a group discussion that centers on co-designing, consciously updating, and modeling co-teaching structures to include Honigsfeld and Dove’s collaborative instructional cycle and Gorski’s equity literacy framework to better prepare our teacher candidates for the growing ELL population.


Unleashing Potential: AI Tools in Writing Instruction for Second Language Learners

Xin Chen, Ph.D., Indiana University Bloomington

Meeting Room B – Zoom ID# 844 1221 6924

This presentation immerses participants in the transformative potential of AI tools, focusing on their application in academic writing for second language (L2) learners. We will embark on an exploration at the intersection of technology and writing instruction, delving into the profound impact of AI tools, specifically ChatGPT, on the writing proficiency of L2 students. The session aims to equip instructors with actionable knowledge, offering a deep dive into the empirical findings that illuminate both the challenges and advantages of integrating AI tools, especially ChatGPT, into writing pedagogy.

Participants will unlock insights into the potential benefits of integrating AI tools into writing instruction and gain practical strategies tailored to the specific needs of L2 students. Join a discussion to uncover the dynamic interplay between AI tools and L2 learning, leaving with a toolbox of insights and considerations to enhance your writing instruction. This session will go beyond theory, providing concrete strategies for instructors eager to embrace transformative technology in their teaching contexts.


Improving Equity in Your Classroom

Lamia Scherzinger, M.S., Indiana University Purdue University Indianapolis

Meeting Room C – ID# 879 2672 7747

I have always believed that every student in my classroom deserves an equal chance. However, this doesn't come easily or automatically; it requires a conscious and dedicated effort to respond to the level of diversity in your classroom, especially when our education system often reinforces the same inequalities it was designed to overcome. However, when we actively promote equity in the classroom, it helps remove barriers so all of our students can succeed. Join this talk to learn some small, but impactful ways to promote equity in your class. Resources will be shared that participants will have a chance to actively try out and find some that fit their particular classes.


Three Innovative Grading Solutions to Empower Teaching and Learning

Dawn Wisher, M.A., Indiana University Bloomington
Joe Morgan, Ph.D., Indiana University Bloomington
Joe Packowski, M.A., Indiana University Bloomington

Meeting Room D – ID# 881 2976 8575

“[N]o matter which perspective we take, the grading system that higher education in the United States has relied on for many decades has serious problems. It does not work in anyone’s interests, and it genuinely hurts those most directly associated with it: the faculty and the students.”
--Linda B. Nilson

Specifications grading: Restoring rigor, motivating students, and saving faculty time. Do your students focus on their grades, fearing failure to the extent they lose sight of their learning? Do you find yourself spending precious time settling grade disputes and justifying “lost points”? Do you feel like grading damages your relationship with students? If so, this panel is for you! We felt all these things, too, and we’ll share our experiences of the alternate grading systems we implemented to alleviate these problems. In our panel, we’ll open with an exercise that mimics the student learning experience using traditional and alternative grading. Then, we will discuss our three personal innovative grading solutions: Specs Grading, Semi-Specs Grading, and Ungrading. We use these three approaches in our Business Communication and Professional Skills curricula. We will share our experience with our innovative strategies–the research that led us to try it in our classrooms, how we implemented it, the data we have collected, and how we plan to move forward with our grading. Accepting failures as part of learning and non-authoritarian teaching are some of our big takeaways that we are excited to share with our participants.

How Students Like an Automated Case Assignment          

Oi Lin Cheung, Ph.D., Indiana University East 

Meeting Room A – ID# 859 9598 1509 

This presentation will demonstrate how students like a win-win teaching approach in a foundation finance course. Automating the traditional case teaching method in an online course (which can also be applied to face-to-face classes) not only increases students’ confidence and enjoyment of their learning but also reduces instructors' consultation and grading workload. In Finance, it is unavoidable that assignments, including but not limited to case studies, involve a lot of calculations, the amount and complexity of which depend on the level of the courses. Students will easily lose interest in working on a large assignment (such as a case study in this presentation) if they are unsure whether their calculations are correct or not throughout their work. Providing the opportunities to check instantly their calculation work bit by bit (intermediate answers in the calculation steps and final answer) without the fear of making many mistakes before proceeding further in the assignment will help engage students to work on the assignment and, in turn, in the course. This approach can be applied to courses in accounting, statistics, marketing research, and any course in which assignments call for/allow specific formats or highly standard structures. The approach has been presented at multiple conferences, while some more findings were presented at the 2023 IU East Faculty Scholarship Celebration on November 1, 2023. 


Embracing Artificial Intelligence (AI) in the Classroom: Practical Application and Assessment Tools 

Lynn Gilbertson, Ph.D., University of Wisconsin Whitewater   

Cody Marie Busch, M.S., University of Wisconsin Whitewater 

Jonathan Spike, M.A., University of Wisconsin Whitewater 

Meeting Room B – ID# 844 1221 6924 

As AI becomes more ubiquitous and accessible, there is a call to promote awareness, implementation, and evaluation skills among AI users. In an effort to support students’ technology fluency, the current project asks students to evaluate the functionality of different AI platforms. Students will be asked to assess the effectiveness, efficiency, and accuracy of the AI output in consideration of discipline-specific criteria. This case study model, which is currently in progress, will demonstrate how instructors can skillfully integrate AI technology into various classroom assignments and help students critically evaluate AI output. Participants of this presentation will have access to examples of AI related syllabus language, assignment descriptions, and assessment tools that they can modify for their own application. Participants will be asked to practice using an AI chat platform (ChatGPT), an AI image generator (Leonardo.ai) and an AI presentation generator (CANVA) to generate output and then utilize the assessment tool for evaluation of their output. For full participation, attendees will need to access a shared google drive folder and create a free login for ChatGPT, Leonardo.ai, and CANVA. 


Using Gamification to Increase Student Engagement 

Aycan Kara, Ph.D., Indiana University Southeast 

Lisa Russell, Ph.D., Indiana University Southeast 

Meeting Room C – ID# 879 2672 7747 

How can we spark a passion for learning in a world filled with routine quizzes, tests, discussion boards, and research papers? How can we increase motivation and maximize retention? The solution may lie in designing course activities that connect course content to real-world applications and incorporate elements of gamification.… 
Real world application projects promote higher level thinking skills such as create, design, develop, defend, evaluate, judge, and select. The term gamification is relatively new in education (2008); it combines elements such as rewards, points, badges, story, challenge, sense of control, decision making, and sense of mastery to increase both extrinsic and intrinsic motivation (Kapp, 2012; Faiella & Ricciardi, 2015; Nicholson, 2015). The field of entrepreneurship is particularly well-suited to leverage these two concepts. Cases, real life application projects, and consultation projects can be turned into competitions that involve gamification elements.  
 
Real-life application projects that include gamification components can enhance student engagement. However, attention must be paid to the composition and interactions within the group. The group’s composition in terms of gender identity (male, female, non-binary, LGBTQ+) and personality types (introvert, extrovert) can lead to awkward interactions. Expectations for respectful and professional exchanges must be upheld consistently. The needs of students with learning disabilities must also be considered. Assigning in-class reading tasks could put these students at a disadvantage. 
Here are a couple of keys for a successful start. Key #1: Prepare! The first time you run a competition will take significant prep time; do not try to turn everything into a competition. When possible, collaborate with local businesses, businesspeople, and institutions. Outside participation brings out the best in students. Key #2: Be flexible! Things are bound to happen! Your judges might not show up on the presentation day/time as promised, you might overlook an important detail, there might be sick or no-show students, or the computer/projector might not work. Pivoting on the spot is a part of entrepreneurship. Key #3: Prizes! When appropriate, include prizes, gift cards, school swag, and brag on LinkedIn/social media. 


Motivating Students via Kinesthetic Learning and Multi-Stage Problem Solving through Reflective Practice 

Cigdem Z. Gurgur, Ph.D., Purdue Fort Wayne

Meeting Room D – ID# 881 2976 8575   

As the online and hybrid learning environment are characterized with autonomy, self-regulation becomes a much more critical factor for student success when coupled with multi-stage problem solving; particularly, complex and realistic problems. We adopted the OSLQ instrument (Barnard et al., 2009) to investigate whether increases in students' self-regulatory skills along with attitude and learning style in online and hybrid courses, when personally managed, are associated with increases in overall academic achievement. We contribute to the scholarship of teaching and learning with measuring the invariance in achievement by collecting the data for both groups of students (online and hybrid) at approximately the same point in a semester. Students’ learning experience feedback and end-of-semester self-reflection reports were analyzed qualitatively to provide insights and assess the validity of quantitative findings. Our preliminary results, with certain limitations, have the following broader implications: Higher order thinking is the most effective variable in the flipped classroom environment whether delivered online or hybrid nature. This confirms with a very recent meta-analysis study by Chien (2023). We also note learners’ academic capability was a significant factor for engagement and needs to be considered when designing a flipped course, especially as it pertains to collaborative group learning activities. We emphasize the importance of a strong structure. Learners’ positive attitudes or valuing toward flipped learning need to be secured through a comprehensive course orientation session that explains the rationales for each of its components and includes a set of strategies learners can use to engage in persistent learning regardless of the teaching modality in the flipped classroom. Students can often be resistant to the change to their work and study habits brought by the flipped format. Increased predictability and organization can help ease the transition and empower students to find a rhythm that works for their learning style. A highly predictable schedule in the flipped classroom can force the students to manage time wisely and take ownership of their own learning. Both skills embrace lifelong learning which helps students successful elsewhere.  

Universal Design for Learning (UDL): Creating Inclusive Education for All      

Krista Schutz-Hampton, M.A., Bellarmine University 

Kevin Thomas, Ph.D., Bellarmine University 

Meeting Room A – ID# 859 9598 1509 

This presentation will cover core concepts of Universal Design for Learning (UDL), understanding how it promotes equitable access, engagement and can improve success for all learners. We will explore the three principles of UDL-multiple means of Representation, Action and Expression, and Engagement- and how it can be effectively implemented to meet the diverse needs of students. Practical strategies and examples of UDL along with interactive activities will be provided during this session. Attendees will walk away with valuable knowledge and tools to easily foster inclusive practices that maximize learning opportunities for all students. 


Supporting Student Success with Body Doubling     

Meghan Kahn, Ph.D., Indiana University Southeast 

Jened Layman, Indiana University Southeast

Meeting Room B – ID# 844 1221 6924 

Some students who experience ADHD have difficulty focusing or starting tasks due to executive dysfunction. One possible way to support students who experience ADHD is called body-doubling, which is working alongside someone else to complete a task that one may have trouble starting. In this session we will discuss how body-doubling could promote student success, particularly for neurodiverse students. We will present results from our recent experiment testing the effects of working near others on productivity in a cognitive task. The session will also include a facilitated discussion of ways faculty can encourage students to create group study or work sessions. We will share student perspectives on qualities of effective study groups. Creating group study and work sessions may be an effective way to support the success of students with ADHD. This approach could be particularly useful for online students, who otherwise lack the social learning context that is typically provided during in-person instruction. 


Getting Students on (the discussion) Board: Maximizing our LMS’s Built-in Tools to Increase Student Interaction 

Karri Hamlett-Bedan, M.S.Ed., Indiana University 

Alexandra Penn, Indiana University 

Kelly Hixenbaugh, EdD, Indiana University 

Mary White Wolf, Indiana University

Meeting Room C – ID# 879 2672 7747  

Many students are tired of the “write once, reply twice” style of discussion board that has become standard. How, then, can we help students discuss readings in ways that are more engaging and productive? In this panel, four designers from eLearning Design and Services share the innovative activities they co-created with IU faculty, which resulted in students who were more engaged with both the texts and with each other. 
 
Karri Hamlett-Bedan supported an instructor of a RN to BSN Global Health class. They created a book club that began by having students self-select into groups based on the text they wanted to read. Their asynchronous “Meetings” occurred on Canvas discussion forums. This gave transparency for grading because the instructor could see who contributed to the conversation. 
 
Kelly Hixenbaugh and Mary White Wolf supported an instructor of a graduate level political philosophy course. They created an asynchronous jigsaw-type project in which students worked together in several capacities. Students worked in groups through the multi-step project to improve their work before sharing with the rest of the class as a teaching tool. 
 
Alex Penn supported an instructor of a graduate level French pedagogy course. The class used reading groups, allowing students to choose their modality for discussion: live Zoom discussions, recorded and submitted after the fact, or Canvas discussions using media comments. This format allowed students to practice speaking French, not just reading it. 
 
Attendees can expect to gain strategies, tips, and implementation guidance for incorporating these approaches into other courses successfully. 


Blooming with Bloom’s     

Linda Christiansen, JD, MBA, CPA, Indiana University Southeast 

Rebekah Dement, Ph.D., Indiana University Southeast 

Samantha Earley, Ph.D., Indiana University Southeast 

Meeting Room D – ID# 881 2976 8575 

This presentation will share application and usage of the classic educational tool Bloom’s Taxonomy, describing how this valuable pedagogical powerhouse can lead to increased student learning and engagement.  

Outcomes  

After this presentation, participants will:  

  • Determine one new place in their syllabus/curriculum to implement Bloom’s 
  • Employ strategies shared to implement change 
  • Construct (or begin to construct) instructional materials, course activities, or assessments to implement change 

Interactive/Active Learning/Engaging  

We will lead participants through the process to begin using Bloom’s Taxonomy to build their syllabus or classes, which will help students understand scaffolded learning and course requirements. Participants will leave with a draft of a change to a course syllabus or assignment.  

Relevant to Multiple Disciplines  

These uses of Bloom’s Taxonomy apply to teaching and learning across disciplines and education levels, from general education to graduate education. (Two presenters in different disciplines have been using successfully.)  

Based on Experience or Research  

With experience ranging from FYS to graduate courses, presenters will showcase how Bloom’s has informed their teaching strategies. Bloom’s has laid a foundation for increased student engagement, transparency in assignment design, and better direct student learning.  

Practical Takeaways  

Participants will leave with the following:  

  • A short explanation of Bloom’s, syllabus-ready 
  • Access to a bank of videos, explaining Bloom’s in more detail 
  • Examples of course outcomes, using Bloom’s taxonomy, mapped to Institutional learning outcomes

Send us an email at seilte@ius.edu if:

  • You would like a copy of the full 2024 SoTL Conference program.
  • You need copies of conference proceedings prior to 2020, or you have any issues accessing the past proceedings below.

Contact us

Questions about the Scholarship of Teaching & Learning Conference? Reach out to us.

The Institute for Learning and Teaching Excellence

Office location

IU Southeast
Library, Room 219

Visit the ILTE website

Contact

Phone: (812) 941-2506
Fax: (812) 941-2573

seilte@iu.edu