CEG Presentations - Session I (9:40 - 10:10 a.m.)
Designing an Online Course Template: Focusing on Engagement and Interaction within an Online Curriculum
Kathryn Berlin and Kathy Visovatti Weaver, School of Health and Human Sciences
Transforming History for Online Student Success
Daniella Kostroun, Jennifer Guiliano, and Rebecca Shrum, School of Liberal Arts
Policy Field Unit: Preparing Social Work Students for Careers in Politics and Advancing Social Justice
Stephanie Boys, Stephanie Lyons, and Renee Betts, School of Social Work
New Course: Diversity and Inequality
Marquita Walker and William Mello, School of Social Work
Development and Implementation of an Anatomy Dissection Guide Digital Ecosystem
Margaret McNulty and Jessica Byram, School of Medicine
Development and Use of Open Educational Resources for Heat and Mass Transfer
Julie Mendez, Division of Science, IUPUC
Creation of Investigative Forensic Science Laboratory Online Course
Gina Londino-Smolar, School of Science
An Interdisciplinary Acoustics Course—The Bridge to Bring Cross Curricular Ideas and People to Creative and Technical Activities
Timothy Hsu, School of Engineering and Technology
Scholarly Teaching Symposium Presentations - Session I (10:20 - 10:50 a.m.)
Enhancing the Zoom Breakout Room Experience with Asynchronous Polling
Jennelle Richardson, School of Medicine
Due to COVID-19, the Neuroscience and Behavior course converted small group sessions given locally at each of the 9 campuses to a single session for all 370 students utilizing Zoom breakout rooms without embedded facilitators. The “assigned homework” function of Top Hat enabled the 1-2 facilitators to keep 40 groups pacing together and to target full-class discussion on content with which groups struggled.
Engaging Nursing Students in Synchronous Virtual Clinical Experiences
Mila Walker, School of Nursing
Using clinical simulations and other virtual activities in a synchronous format designed to engage students in applying and analyzing clinical reasoning and critical thinking skills. Flipping traditional clinical assignments into virtual experiences that cultivate the practice of critical thinking.
The Research Journal: Student's Experience of Researching During the Pandemic
Patricia Jordan, School of Liberal Arts
The mental health of students is a critical concern at this time. Using trauma-informed teaching strategies to support the student experience during times of uncertainty, I developed the assignment, Research Journal. This offers students taking A-200 an outlet to share their experiences and their truths when taking classes, conducting research, and living life in a pandemic.
Shared Vulnerabilities: Teaching Within a Relational Theory Framework During Crisis
Katie McCarthy, School of Social Work
This presentation will focus on steps this instructor took to help a MSW clinical theory and practice course to stay on target amidst the upheaval of the pandemic adjustment affects. This instructor prioritized communication, vulnerability, and flexibility in helping all of us to complete the course while supporting each other.
Small Online Teaching Strategies: Enhancing Student Engagement in Collaborative Projects
Celeste Phillips-Salimi, School of Nursing
In the Summer of 2020, IUPUI facilitated a Faculty Learning Community (FLC) designed to teach professors "small" strategies to increase student engagement and active learning in the online learning environment. The purpose of this presentation is to describe the some of the "small" strategies being implemented in a research course to improve students' engagement in a final collaborative (group) project.
Self-Reflection as a Responsive Pedagogy for Virtual Health Professional Student Assessment
Leah Van Antwerp, School of Health and Human Sciences
The virtual presentation will describe the use of weekly, self-graded reflections to assess student learning during an intensive graduate course taught in a shortened virtual format due to COVID-19. These reflections facilitated efficient grading and assessment of student learning outcomes but also promoted active learning, critical analysis, and self-reflection that can be translated to practice.
More Assignments? Pivoting to Online Delivery in Senior Biochemistry
Brenda Blacklock, School of Science
Biomolecules and Catabolism (C484) is junior/senior level course designed as an introduction to Biochemistry for Chemistry majors. This presentation will examine the challenges of converting the method of assessment for the course from three in-person written exams to one that encouraged continued engagement with the course and the development of a deep understanding of the course material.
Promises and Perils of Pandemic Teaching: Migrating to Hybrid Engagement
Patricia Herzog, Lilly Family School of Philanthropy
This presentation reviews strategies and results from transitioning active learning and community building around readings from a face-to-face to a hybrid format. Instead of reading presentations in which one student collaborates with the instructor to more thoroughly prepare the content of a reading to teach the class, all students submit a Just-in-Time response online and then discuss in small groups.
CEG Presentations - Session II (10:50 - 11:20 a.m.)
Flipped Classrooms in Graduate Anatomical Sciences Courses
Jason Organ and Andrew Deane, School of Medicine
A Flipped Classroom Approach to ECE 204, Introductory Electrical and Electronics Circuits Course
Seemein Shayesteh, School of Engineering and Technology
Creating an Online Bioethics and the Law Course Utilizing Case Studies that Allow Students to Develop Practice-Ready Skills
Seema Mohapatra, Robert H. McKinney School of Law
Education Law Online Course Build
Brad Desnoyer, School of Law
Development of an Interdisciplinary Certificate in Themed Attraction Design
Christian Rogers, Dan Baldwin, Jason Guy, and Josh Polk, School of Engineering and Technology
Reinventing the CIT First-Year Experience
Rob Elliott, Luke Jones, and Xiaonan Guo, School of Engineering and Technology
Scholarly Teaching Symposium Presentations - Session II (11:20 - 11:50 a.m.)
Beginning with the End
Debora Herold, School of Science
Online teaching presents unique challenges and trying to quickly transition a course to an effective online format is difficult. Small Teaching Online (Darby, 2019) provides simple yet valuable strategies for developing effective online instruction, even in a hurry. This presentation will share first week of class activities which are especially useful for students new to online learning.
Activate Language Teaching Online
Haixia Zhao, School of Liberal Arts
Learning a foreign language requires intensive exercises and interactions. Making students active and motivated all the time (or most time) is a big challenge. In my presentation, I will focus on how to create a sense of community in my online course. I will share 3 strategies, for each one, I will show details and the corresponding outcomes.
Pandemic Pedagogy: Best Practices for Converting Lectures to Online Formats
Hannah Herriott, School of Health and Human Sciences
While effectively converting in-person lectures to an online format is not a process that can occur over night, pedagogical research and student feedback can aid in tackling this challenge. Focus groups with OT, PT, and PA students in a team-taught, dissection-based anatomy course provided insight, consistent with pedagogical evidence, on how to best translate lecture content onto an online platform.
Engaging Students in a Large-enrollment Course During COVID-19 Pandemic
Lin Zhu and Tamiko Porter, School of Science
To help students engage with course content, course instructors, and each other, we implemented Canvas discussion forum, Top Hat questions (both in-class and post-class), and a combination of in-person and online Peer-Led Team Learning (PLTL) workshops in a Gateway course with large enrollment.
Pairing Virtual Reality & Virtual Learning: Strategies for Experiential Activities
Audrey Ricke, School of Liberal Arts
This presentation illustrates how to use technology to create experiential learning activities in hybrid environments. It focuses on how to integrate YouTube 360 videos and Google Virtual Tours into active-learning exercises to create experiential learning and promote reflection among students meeting virtually. The presentation features strategies based on undergraduate feedback from Spring 2020 and previous experiences teaching with these technologies.
Studying Abroad Virtually: Using Technology to Provide an International Experience
Lamia Scherzinger, School of Health and Human Sciences
To provide an international experience to our students in a time where social distancing is the norm, my online nutrition course has partnered with an online nutrition course at Newcastle University in the United Kingdom to create a virtual international exchange program for our students.
