• Make Learning a Magical Experience: Sharing Reflections and Lessons Learned while Teaching an Applied Learning Travel Course

      Brown, Kelly; Fisher, Kelly
      This teaching practice session will review and discuss our experience with creating and teaching a multi-disciplinary travel course that incorporated several high impact practices and targeted the features of high-impact practices identified by Kuh and his colleagues as effectively improving student learning (Kuh, et al., 2017). Research demonstrates that applied learning experiences can be a highly effective method of teaching and learning by providing students with valuable hands-on, “real world” experiences. (Kuh, 2008; Kuh, 2013; Schneider, 2015). These learning experiences have been shown to increase academic achievement, retention, and graduation and allow students to acquire life skills that lead to personal and professional success (Kuh, et al., 2017). High impact practices in higher education can include writing and inquiry intensive courses, collaborative assignments and projects, and undergraduate research (Kuh, et al., 2017). Additional features of high impact practices include, among others, opportunity to reflect and integrate learning, interactions with faculty and peers about substantive matters, and opportunities to discover relevance of learning through real-world application (Kuh, 2013). This teaching practice session will discuss how these and other high-impact practices were incorporated into a multi-disciplinary travel course designed to increase student learning, engage students in an applied learning experience, and broaden student understanding of other disciplines and the world in which they live. This session reviews course and curriculum development, the challenges to teaching a high-impact travel course, and lessons learned from our experiences. The session will include a broader discussion with attendees to examine their own experiences with high impact practices and travel courses, to identify future challenges and potential solutions to travel and other courses, and to consider issues regarding curriculum development and the role travel and other high impact courses play in academia. The content of this teaching practice session can be applied more broadly to classes that do not include a travel requirement but that include other high impact practices. References Kuh, G. D. (2008). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why they Matter. Washington, D.C.: Association of American Colleges and Universities. Kuh, G. D. (2013). Taking HIPs to the next level. Ensuring Quality and Taking High-Impact Practices to Scale. Washington, D.C.: Association of American Colleges and Universities. Kuh, G. D., O’Donnell, K., & Schneider, C. G. (2017). HIPs at ten. Change, September/October, 8-16. Schneider, C. G. (2015). The LEAP challenge: Transforming for students, essential for liberal education. Liberal Education, Winter/Spring: 10-18.
    • Our Time Has Come: What campus closures taught us about the importance of the online learning community

      Scherzinger, Lamia
      Online learning has never been a hotter topic than it was during the 2020 academic year as thousands of instructors scrambled to move their face-to- face classes to an online format. The online community once looked at as secondary now became the key resource, as many instructors struggled (and unsurprisingly failed) to put together a high quality, engaging course in the week given. Traversing these uncharted waters led us to one obvious conclusion: The importance of the online teaching community and looking to them for the pedagogical basics for online instruction has never been made more obvious than it is now. In this teaching practice session we will discuss lessons learned from the rush to move classes online and briefly list some universal (though traditionally online-focused) teaching techniques that anyone can incorporate into both their classes and their LMS, regardless of the format in which they teach. After an initial presentation, time will be given for a thoughtful discussion on lessons learned from this year, how these changes impacted the participants' own teaching and their school's courses, and how these events have changed how some perceive online teaching and learning. Simple techniques will also be provided that participants can incorporate into their LMS and courses to improve any format of teaching.
    • Real Time Responses: Front Line Educators’ View to the Challenges the Pandemic has Posed on Students and Faculty

      Carroll, Rob; Keown, Stacey; Smothers, Moriah
      After months of school closures, a variety of educators were surveyed with the goal of understanding their lived experience of teaching during a pandemic and the supports they needed to be successful during this challenge. The educators span different grade levels, school districts, and states. Their responses were illuminating for educational leaders when planning for a new school year. The purpose of this Research Brief Report was to collect real time responses from educators as they attempted to meet the varied challenges of educating during a pandemic. The questions focused on strengths needed by the educator, characteristics observed in successful students, and school supports that were helpful to gain successful outcomes. A variety of educators, spanning from kindergarten through high school, were surveyed. All participants were asked the same questions, and their responses were collected, coded, and organized around different educational leadership themes: teacher efficacy, resilient student characteristics, and effective school cultures. The goal of this Research Brief Report was to gain crucial information while educators were facing the pandemic and use their responses to frame a conversation for educational leaders as they plan for upcoming challenges they may face. From this Research Brief Report, characteristics of success begin to emerge. What does an educator need to focus on to be successful? What can we learn from our most successful students? What role can a school’s culture play, even when no one is there?
    • Same-Day Dental Procedures with Questions Requiring Immediate Responses: An IPE Assignment

      Hall, Mellissa; Coan, Lorinda; Holt, Emily
      Research Question/Context Does an interprofessional assignment support learning between two student groups: Dental Hygiene/Dental Assisting and graduate nursing students in a family nurse practitioner specialty? The interprofessional assignment was developed to simulate a real-life experience using a “patient” waiting for a dental procedure. The goal of the assignment was to emphasize shared patient responsibility between dental and primary care professionals. Clinical scenarios included commonly encountered concerns: uncontrolled diabetes, uncontrolled blood pressure, or daily use of medications associated with bleeding risk. Grounding The theoretical foundation of the assignment was derived from E.E. Bayles’ discussion of theories supporting learning (1966). Bayles’ emphasized five tenets of learning: learning as a mental discipline, learning as conditioning, learning as preparation for life, learning as development of insight, and learning as operant conditioning. The interprofessional assignment focused on the third and fourth tenets as presented by Bayle. Students were assigned commonly presenting patient scenarios they will deal with daily in their professional lives. With the patient scenario, students were led to develop insight on how to ask or provide answers supported by current literature/standards of patient care. Methods An interprofessional site was opened through the Blackboard Learning Management System for both dental hygiene/assistant students and graduate nursing students. IRB ruling was received from the University of Southern Indiana. The Blackboard site provided details about the assignment for both student groups and explained informed consent. Students could opt out of the study, but all were required to complete the assignment. The pre/post questionnaires focused on the value of the IPE assignment (King, Shaw, Orchard & Miller, 2010). Data from pre and post questionnaires were compared to determine the effectiveness of the assignment. Pre-IPE assignment responses (N = 71) and post-IPE responses (N = 50) were compared. Discussion/Lessons Learned Pre and post student surveys included quantitative and qualitative questions. Findings from the quantitative questions supported > 98% of students reported the IPE assignment was of value and helped them to understand the other profession’s role in patient care. The majority of both students groups responded the assignment helped understand how classroom content would be applied to their future work setting. Most qualitative responses were positive as well. Other disciplines could adapt a similar IPE assignment based upon anticipated collaboration between professions and the necessity for timely answers to assure patients/customers receive appropriate and timely services. References Bayles, E. (1966). Theories of Learning and Classroom Methods. Theory Into Practice, 5(2), 71-76. King, G., Shaw, L. Orchard, C.A. & Miller, S. (2010). ISVS: The interprofessional socialization and valuing scale: A tool for evaluating the shift toward collaborative care approached in health care settings. Work, 35 (1), 77-85.
    • Student Professionalism in Online Synchronous Courses

      Dillingham, Jara; Powless, Mattew; Rieford, Kathy
      Historically, there have been norms for classroom etiquette that many students in traditional classrooms adopt (Tamban & Lazaro, 2018). Moving from traditional classroom settings to primarily online methods of education has created unforeseen obstacles for both faculty and students. One such obstacle has been a lack of time for faculty to fully develop guidelines that outline professional student behavior for online, synchronous learning. Consequently, students have engaged in some unprofessional behaviors such as inappropriate dress, manners, and conduct. Neuwirth et al. (2020) suggests faculty who train students in proper online etiquette and professionalism within the online classroom are instilling transferable skills to the workplace, as more employers are working remotely. Furthermore, Fenwick (2016) suggests that student involvement in courses be viewed as relational, which has implications for student evaluation. This roundtable dialogue will highlight techniques that establish expectations for learning and professionalism during synchronous online learning sessions. References Fenwick, T. (2016). Social media, professionalism and higher education: A sociomaterial consideration. Studies in Higher Education, 41(4), 664–677. doi.org/10.1080/03075079.2014.942275 Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2020). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 147797142094773. doi:10.1177/1477971420947738 Tamban, V. E., & Lazaro, M. P. (2018). Classroom etiquette, social behavior and the academic performance of college of teacher education students at the Laguna State Polytechnic University, Los Baños Campus, A.Y. 2015-2016 [Paper presentation]. 4th International Research Conference on Higher Education: KnE Social Sciences, Indonesia. doi.org/10.18502/kss.v3i6.2446
    • Teaching through Personalized Instruction

      Dobersek, Urska
      In this session, I will discuss my experiences with Open Classroom (OC) practices in which student learning is personalized with options to select different assignments with built-in choices (e.g., essay vs. presentation) that are accompanied with dynamic rubrics to match students’ personal strengths and preferences. A course syllabus is co-created with the students using a democratic process encouraging fair and just treatment to create an enjoyable, engaged, and student-centered experience. Reading material is often selected by the students and the course content is student-driven. Given that students who are engaged in the planning process, and adapting instruction, assessment, and learning environments to their needs and preferences, show increased motivation, performance, participation, and ownership in course structure and content, I believe that many educators would find OC practices useful and relevant (Blinne, 2013; Dabbagh & Kitsantas, 2012; Hudd, 2003; Martindale & Dowdy, 2010).   References Blinne, K. C. (2013). Start with the syllabus: Helping learners learn through class content collaboration. College Teaching, 61(2), 41-43. Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self- regulated learning: A natural formula for connecting formal and informal learning. The Internet and higher education, 15(1), 3-8. Hudd, S. S. (2003). Syllabus under construction: Involving students in the creation of class assignments. Teaching sociology, 195-202. Iyengar SS, Lepper MR. (2000). When choice is demotivating: can one desire too much of a good thing?. J Pers Soc Psychol;79(6):995–1006. doi:10.1037//0022-3514.79.6.995 Martindale, T., & Dowdy, M. (2010). Personal learning environments. Emerging technologies in distance education, 177-193. Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4), 896. Rathbone, C. H., & Smith, L. A. H. (2019). Open education: The classroom, philosophical underpinnings, English beginnings, the American experience, controversies questions and criticisms. Dobersek, U. Syllabus and other assignments created for Open Classroom.  
    • The Discovered Benefits of Student-Produced Videos for Skill Evaluation in Online, Undergraduate Physical Assessment during Covid-19

      Barnard, Jamie; Freeman, Kelly
      Our BSN physical assessment course included student-produced videos before Covid-19 halted in-person instruction.  These videos were used for low-stakes, skill evaluations; however, we quickly employed this strategy to additionally evaluate high-stakes, complete head to toe assessments.  In the end, we recognized that a progressively building head to toe assessment, submitted via multiple videos, allowed students to receive on-going feedback and achieve a passing level of skill performance.  Furthermore, we recognized this approach could provide unique and complementary student learning opportunities when considering the merging of online evaluation videos and traditional, laboratory setting check-offs. Thus, as we move our course back to an in-person experience, our faculty is discussing how we can integrate online, video skill evaluation with in-person check-offs.  The benefits of this online approach will be shared and participants will have opportunities to consider how this strategy could enhance their own courses.
    • Using Clickers in the Classroom

      Eyink, Julie
      Instructors often search for ways to increase student engagement and participation during class. Learning Response Systems, known colloquially as clickers, are one potential solution. Research shows students perceive clickers positively (Han & Finklestein, 2013) and that clickers facilitate learning and engagement (Morling et al., 2008; Hake, 1998). To see if clickers had similar positive effects in my classroom, I solicited feedback from the 108 students in my Introduction to Psychology course. During the Fall 2020 semester, I used the Acadly clicker app to take attendance, ask multiple choice poll questions to gain insight into which topics students understood, and conducted discussions via the app to help ensure social distancing. 55 of those students provided feedback. Overall, students agreed Acadly facilitated learning (M = 6.15 on a 7-point scale) and engagement (M = 6.24), and that it helped them to participate in the large lecture class in a less stressful/anxiety-producing manner (M = 6.37). Resources/References For more information on Acadly, see: https://www.acadly.com/ or their help page: https://help.acadly.com/en/ Hake, R. R. (1998). Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66, 64–74. Han, J. H., & Finkelstein, A. (2013). Understanding the effects of professors' pedagogical development with Clicker Assessment and Feedback technologies and the impact on students' engagement and learning in higher education. Computers & Education, 65, 64-76. Morling, B., McAuliffe, M., Cohen, L., & DiLorenzo, T. M. (2008). Efficacy of personal response systems (“clickers”) in large, introductory psychology classes. Teaching of Psychology, 35(1), 45-50.
    • Using Instructional Technology and Innovation to Facilitate Online Learning

      Schmuck, Heather; Peak, Katherin
      With the pivot to remote learning in Spring of 2020, many faculty scrambled to adapt courses with a hands-on learning component to an online format. Within the health professions disciplines, many courses present unique challenges when there is no access to equipment for practical skills demonstration and acquisition. Compounding this issue, many accreditation organizations for the various health professions require skills demonstration with an instructor for competent practice. This poster presentation will provide a reflection on how one program created an effective learning environment with remote learning for an imaging procedures course. Discussion will include the various instructional technology formats such as VoiceThread, synchronous Zoom, and student-created videos that were utilized for demonstration of hands-on skills that could not be presented and evaluated in the traditional on-campus laboratory setting. The purpose of these exercises was to encourage students to think critically about the individual steps involved in the simulation with the goal of incorporating the process into the student’s professional skill set. Additionally, innovative ideas for creating simulation equipment and laboratory space using items readily available within a home environment will be outlined. Conclusions will include reflections of lessons learned by faculty and general acceptance of the teaching strategies implemented. Presenters will offer suggestions for additional course applications and future integration into other course offerings. Considerations of the unique environments posed by both didactic and laboratory courses and strategies to promote student engagement within courses which have transitioned to an online format will also be included. By presenting this approach to learning utilized for an imaging procedures course, learners should be able to take away new ideas of the various forms of technology that can be integrated for courses requiring physical skill demonstrations. In addition to the guided discussion of the poster, the presenters intend to encourage feedback from the session attendees by inquiring about the obstacles faced by other faculty members during the transition to virtual learning and the types of instructional technologies they utilized to overcome these challenges. Learners will gain information about adaptations to consider for transitioning from a traditional course to an online course and potential obstacles that may be encountered with suggested avenues for success.
    • Using Technology to Enhance Student-to-Student and Student-to-Content Interaction in Online Courses: Reflections and Insights from the Online Course Development Program

      Cremeens, Larissa; Zhulamanova Ilfa
      For online learning to be successful, research has shown that students need to interact with their peers and the content to gain more meaning from their online courses. Learner to learner interaction is vital to building community in an online environment, which supports productive and satisfying learning, and helps students develop problem-solving and critical thinking skills, as well as feeling like part of something larger than themselves (Dixson, 2010; Lock, 2007; Swan, 2002). In one study, students who high levels of interaction with one another in their online courses reported high levels of satisfaction and learning (Swan, 2002). Learner to content is also important to creating a thriving online learning community (Dixson, 2010; Lock, 2007; Zimmerman, 2012). Zimmerman (2012) found that interaction with the course content is essential because it can contribute to successful learning outcomes and course completion. This poster presentation will showcase a course that recently went through the Online Course Development Program, EDUC 344.NO1 online course and the various ways technology enhanced the interaction between students and the interaction between the students and the course content. This poster will first identify relevant and focused content materials from podcasts, TedTalks, other videos, VoiceThread presentations, and other materials. Using up to date and various content mediums help students stay focused on the content to break up the monotony of reading textbook chapters and listening to lectures every week. The poster presentation will showcase how students used the content to interact with their peers through various technology (Padlets, VoiceThreads) by both small group and individual activities. References Dixson, M.D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal for the Scholarship of Teaching and Learning. 10(2). 1-13. Lock, J. V. (2007). Laying the groundwork for the development of learning communities within online courses. Quarterly Review of Distance Education, 3(4), 395. Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23-49. Zimmerman, T. D. (2012). Exploring learner to content interaction as a success factor in online courses. The International Review of Research in Open and Distributed Learning, 13(4), 152-165.
    • What Do I Want to Be When I Grow Up? Orientation to Graduate Study and Confirming Career Decisions

      Swenty, Constance; Hall, Mellisa
      Research Question/Context Do synchronous virtual orientation sessions with graduate students satisfactorily answer their questions about personal career choices? Students beginning a Master of Science in Nursing program may select from five different graduate specialties. This selection will determine their career opportunities for the remainder of their lifetime. Orienting students to their chosen specialty and fully emerging them in scenarios that emphasize their role selection is key to success in a graduate study and to career satisfaction. Grounding As discussed by Fedeli and Bierema (2019) adult learning requires attainment of knowledge management. The orientation sessions offered during the synchronous sessions focused on the end outcome: knowledge management. Transforming knowledge gained through coursework is of value only if it translates to improved career performance. The focus is not only on new knowledge, but on lifelong achievements of personal career goals. To support student engagement during virtual orientation, a portion of the schedule used gaming strategies to immerse students in understanding their career choices. Karpouzos and Yannakakis (2016) support how gaming impacts learners and promotes retention of new knowledge. Methods A Blackboard learning management site was created to direct students to the synchronous virtual sessions. Six separate sessions focused on role/specialty selection. A total of 88 students participated. Each session offered dedicated time for question/answers following initial discussions. The gaming session offered time for questions/answers after each career conundrum was presented. Students were required to consider their chosen specialty when responding to questions commonly encountered in work environments. Student feedback was obtained at the conclusion of the virtual sessions. Feedback was anonymous and only aggregate data were considered. Ninety five percent of students participating viewed the sessions as beneficial in answering their questions regarding the 42-credit hour curriculum and their chosen specialty. Discussion/Lessons Learned Student feedback from the virtual orientation sessions was overwhelmingly positive. Feedback requested included quantitative and qualitative responses. Student response rate was > 75% for the virtual sessions. Suggestions for improvement included limiting the total time frame from 1 ½ days of virtual sessions to one full day. No student requested to move the orientation to a face-to-face platform. Future plans for the orientation include reviewing data that compares student graduation rates between 1. face-to-face orientation sessions, 2. asynchronous orientation presented for viewing at any time in Blackboard, or 3. synchronous virtual sessions. Other graduate programs may be interested in adapting to the needs of adult learners by offering similar orientation sessions. To move learning to knowledge management, interactive scenarios focusing on issues faced by graduates could be considered for any discipline. Assuring students have chosen wisely before beginning graduate study will lead to student retention. References Fedeli, M. & Bierema, L.L. (2019). Connecting adult learning and knowledge management: Strategies for learning and change in higher education and organizations. Springer. Karpouzos, K. & Yannakakis, G.N. (2016). Emotional games: Theory and praxis. Springer.