| Assessment and Evaluation | ||
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Room: Franklin |
Providing "Voice" to Assessment Using Critical Race Theory |
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Mitsu Narui, Director of Institutional Effectiveness, Office of Academic Affairs |
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As college campuses become more diverse, administrators are increasingly being challenged to find ways to meet the needs of these diverse groups. This is especially important for minoritized populations on predominantly white campuses, who often have a unique set of challenges, which could be addressed with appropriate institutional support. In this session, using the lens of Critical Race Theory, we will review ways in which administrators can design assessments that not only maintain the integrity of the assessment process, but also give an accurate representation of the experiences of minoritized populations. | |
| Creating a Diverse, Equitable, & Inclusive Learning Environment | ||
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Room: Hancock |
Writing to Learn Equity: Breaking Down Deficit Approaches to Writing |
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Dr. Chris Manion, Writing Across the Curriculum Coordinator, Center for the Study of Teaching and Writing |
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In this workshop, the Writing Across the Curriculum program will share some critical perspectives on race, writing, and assessment. Participants will be guided through an exploration of a range of strategies they can use in their teaching that provides opportunities to involve students in the process of assessing learning through writing exercises, valuing the experiences, knowledge, and identities they bring to their writing. They will also practice turning a critical eye to how language is used in a range of contexts to ultimately give students agency and skill in using language in their daily life and work. | |
| Designing Educational Experiences Beyond the Classroom | ||
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Room: Monroe |
Engaging Learners Through Storytelling |
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Dr. Horacio D. Lopez-Nicora, Assistant Professor, Department of Plant Pathology |
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Designing educational experiences beyond the classroom presents both unique challenges and opportunities. In contrast to a traditional classroom setting, where students need to learn the material offered by the course, learners outside of the classroom may be skeptical or less engaged in the learning process. How can we engage learners beyond the classroom walls? We propose using the storytelling framework as a tool to increase engagement and participation outside the classroom. Humans have shared information through stories since the beginning of time because storytelling connects the learners in your audience to the ideas you are sharing in a meaningful and lasting way. In designing any educational experience, whether inside or outside of the classroom, there are two key criteria to satisfy: (1) Did learners actively participate in the experience; and (2) Did authentic learning take place? In other words, will learners leave with new information and a sense of how that information connects to their own lives? Humans experience life in stories and by designing content as a story, we tap into learners’ innate curiosity and appeal to a wider variety of learners, including those who are visual or tactile learners, because stories are designed to invoke all of our senses. Furthermore, through stories, we can communicate complex ideas, data, and new information in an environment where connection and engagement dominate the educational experience resulting in a more enduring learning process. As we all know, from our own experience, stories are interesting and will always be easier (and more fun) to recall than a presentation full of bullet points and lists. Further, the highest goal of education is not only to share and acquire knowledge but to inspire. Designing educational experiences through storytelling not only will engage learners but will also build community, the community that will ask the next important questions and be motivated to seek answers to those questions. As Brandon Sanderson stated that “the purpose of a storyteller is not to tell you how to think, but to give you questions to think upon. | |
| Helping Learners Succeed | ||
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Room: Alumni Lounge |
Supporting Students Through Tragedy |
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Dr. Leo Taylor (he/him), Program Manager for Faculty and Staff Affairs, CFAES Office of Diversity, Equity, and Inclusion |
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Dr. Eric Brinkman (they/them), Instructional Technology Consultant, Center for Innovative Teaching & Learning (CITL), Indiana University | |
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Tragic events and crises can occur at any point in the semester and may have a profound emotional and cognitive impact on students and instructors. Participants will discuss and share resources in this session that can be used by instructors to provide students support during difficult times. | |
| Strategies for Instructional Delivery | ||
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Room: Clinton |
Enhancing Assessment Feedback Through Zoom Recordings |
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Dr. Amanda Bowling, Assistant Professor and ACEL Honors Coordinator, Department of Agricultural Communication, Education, and Leadership |
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Hannah Parker, Ph.D. Student, Department of Agricultural Communication, Education, and Leadership | |
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Providing student assessment feedback is an important part of the teaching and learning process. Providing feedback allows for students to better understand their misconceptions about a topic, learn about their own learning processes (metacognition), and understand their assessment scores. However, providing detailed feedback is time consuming. This workshop will discuss capturing detailed assessment feedback through Zoom recordings and research supported feedback practices. | |
| Student Engagementwithin the Teaching & Learning Exchange | ||
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Room: Conference Theater |
Evaluating Peer-to-Peer Learning in the Online and In-Person Classroom |
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Dr. Joe Campbell, Lecturer and Director, Environmental Professionals Network, School of Environment and Natural Resources |
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Kylienne Shaul, Instructional Design Specialist, School of Environment and Natural Resources | |
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Dr. Kristina Slagle, Research Associate, School of Environment and Natural Resources | |
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Dr. David Sovic, Assistant Director, Research-related Programs and IR Coordinator, Michael V. Drake Institute for Teaching & Learning | |
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Collaboration is key to sustainable community development and environmental management, and peer-to-peer learning (P2PL) may facilitate community building and collaborative learning skills. An environmentally focused course offered at a public university utilizes P2PL to explicitly facilitate community building and collaborative skills. Changes due to the COVID-19 pandemic provided an opportunity to evaluate the impact of P2PL on these skills during both virtual and in-person formats. Additionally, we compared in-course student evaluations with students taking other courses with P2PL aspects to understand the wider effectiveness of this course structure. Findings suggest 1) that course format (virtual vs. in-person) overall made no difference in either connectedness or conceptual understandings, and 2) students in either class format felt more connected to others than students taking other courses with P2PL. Thus, we found that scaffolding P2PL and supplemental peer support can yield improved connectedness and learning among students taking environmental coursework. | |
