City Bank Room B

Active Engagement Strategies to Make Your Class a MUST Attend Experience 
Gaea Hock-Kansas State University, Courtney Meyers-Texas Tech University

Do you find yourself teaching in a room full of students, but have the feeling they aren't really “there”? Using active engagement strategies creates an environment that challenges students to take an active role in the learning process while achieving the necessary learning objectives. This session will provide advice for facilitating active engagement strategies organized around four areas: technology use, activities, discussion, and assessments. Attendees will leave with specific suggestions they can use to make their classes a must-attend experience.

City Bank Room C

Active Learning in a Lab Based Physics Class.
Beth Thacker-Texas Tech University, Lesley Cremeans-Texas Tech University

We will model the format and experiences in a completely hands-on, laboratory-based, inquiry-based active learning physics class. The course is taught without a lecture and without a text. Students work through the materials in groups doing experiments to explore the world around them. They learn to develop both quantitative and qualitative models based on their observations and inferences. We will model the pedagogy and discuss the assessment of the students and of the course. The pedagogy in the context of experiments is applicable in particular to STEM fields, but the critical thinking components are applicable to all fields.

City Bank Room D

Creating Effective Data Visualizations .
Shalin Hai-Jew, Kansas State University

"Virtually every type of online learning involves some type of data visualization. Some common data visualizations include timelines, process diagrams, linegraphs, bar charts, pie charts, treemap diagrams, dendrograms, cluster diagrams, geographical maps, network graphs, word clouds, word networks, scatter diagrams, scatterplot matrices, intensity matrices, decision trees, and others. Indeed, there is also data in screenshots, photos, drawings, videos, or other types of visuals. Online dashboards contain rich data visualizations to convey dynamic data. Some data, such as big data, may only be conveyed in visuals for human understanding and interpretation; in raw form, the meaning is obscured and elusive. Data visualizations highlight salient aspects of data, and they have to be aligned for particular multi-uses: (1) user awareness and understanding, (2) data analytics, and (3) decision-making. This session defines some best practices for informative and engaging data visualizations for online learning. Original real-world examples are provided from modern software programs."

South Concourse

GPA, Writing Skills, and Commitment: Evaluating Group Project Satisfaction through Purposeful Team Assignments
Corey Ann Clem,Texas Tech University

Group projects have been an integral part of business communication coursework. More, now than ever, employers see the value in students being able to work as a team. However, most students dread group projects. Building teams based on factors such as commitment to the class, leadership style, GPA, and writing ability can impact satisfaction of group projects. The author will present how using tools to build teams based on various factors will impact the overall group satisfaction level.

South Concourse

Going Global: teachers doing authentic inquiry by collaborating internationally 
Daniel Carpenter-Texas Tech University, Walter Smith-Texas Tech University

Global PRiSE is a Ph.D. program at Texas Tech University composed of about 100 students studying Global Collaborative STEM Education in a Pragmatic Research paradigm whom investigate the fidelity of the Global Collaborative STEM Education (GCSE) model. Our GCSE model was recently published as a continuum. It is composed of five categories of GCSE from “no collaboration” to “engaged collaboration” in STEM inquiry. The model is a teaching and learning mechanism where K-12 teachers and students investigate STEM authentic problems. We hope to share the architecture and implementation of the GCSE model with examples and preliminary results from dissertations.

South Concourse

Modifying Script Concordance Tests for Use Beyond Medical Education
Courtney Vengrin-Iowa State University, Renee Dewell- Iowa State University

The script concordance test (SCT) is an assessment tool designed to evaluate clinical reasoning, specifically data interpretation and hypothesis evaluation. SCTs have primarily been used in the medical field as they mimic the desired reasoning process within real-world scenarios. By modifying the traditional SCT application, this robust assessment practice can provide valuable feedback in a variety of disciplines. In this poster presentation, we describe the creation of a comprehensive multi-species SCT instrument involving common clinical problems in veterinary practice. By applying SCTs in new disciplines we hope to further assessment practices of data interpretation and student reasoning abilities.

South Concourse

We're All in This Together: Using Group Tests to Engage Students in the Learning Process
Gaea Hock-Kansas State University, Courtney Meyers-Texas Tech University

Students were told they would complete two tests as a group in an introductory course. Students were allowed to converse and discuss each question on the test. After each test, students completed a satisfaction instrument. Students indicated the group tests enhanced their learning, helped them understand difficult concepts, were enjoyable, and were a nice change of pace from individual assessments. They also did not find them distracting or confusing. The structure of the group test can be done in a variety of ways. The use of group tests in your courses should be carefully considered before implementation.

South Concourse

Teaching Training for GTAs: A Follow-up on the Effectiveness of GTA Training Programs
Tucker Jones-Kansas State University, Hyunghwa "Rick" Oh-Kansas State University

An unfortunate assumption within higher education is that anyone with an advanced degree can also be an effective teacher. The basis of this assumption is due to the fact that many individuals, while working toward their advanced degrees, also serve as graduate teaching assistants (GTAs). Indeed, some institutions consider this to be sufficient training in the domain of teaching and learning, but we argue that additional teacher training is warranted. We propose that training programs targeted toward GTAs can have a meaningful impact on an individual's development as a teaching scholar in higher education, as reflected in his/her teacher evaluations.

South Concourse

The forgotten student: Strengthening community college transfer student engagement and learning
Ben Wolfe-University of Kansas, Todd Martin-Metropolitan Community College - Blue River

Two-year colleges (2YCs) are a key partner in increasing student access to baccalaureate degree attainment. Nearly half of undergraduate college students are enrolled in 2YCs and 41% of first-time freshman use 2YCs as an entry point to a four-year degree (AACC, 2016). Working to improve the effectiveness of student learning in the 2YC transfer pathway can have numerous returns for universities. However, university practices often may make adjusting to a new institution challenging. This session will review 2YC students' transfer pathways and discuss strategies to reduce transfer shock, increase engagement, and support transfer student learning.

South Concourse

Learning from Time-to-Event Data from Online Learning Contexts
Shalin Hai-Jew, Kansas State University

Time-to-event analysis is a statistical analysis approach that enables time-based insights about student learning, such as, How long does it take before a learner makes a new acquaintance in an online course? A new friend? How long does it take before a learner achieves breakout capacity in a particular learning sequence? How long does it take for a learner to commit to a course? This presentation presents time-to-event analysis (aka “survival analysis”) from real LMS data and shows how this analysis is done. Terms related to time-to-event analysis will be introduced, and the assertability of extracted data is explored.

South Concourse

Tools for Teaching the Research Process: Problem-based Learning Strategies through Games
Stacey Jocoy-Texas Tech University, Christopher Hepburn-Texas Tech University

This presentation centers on the integration of problem-based learning strategies into educational formats across academic platforms. Although traditional classroom structures have been the locus for most learning strategies in the past, educators today face more options. This can be understood to widen our possibilities for integrating aspects of the professional research process into our curricula. Traditional and virtual learning environments can all benefit from the incorporation of modified problem-based learning tactics. Focusing on the uses of student-led teams, mobile learning, and concepts borrowed from gaming environments, this presentation offers practical suggestions to invigorate students with meaningful, discipline-centered research methods.

South Concourse

Students' Perceptions of Effective and Ineffective Teaching
Christine Ormsbee – Oklahoma State University, Shane Robinson – Oklahoma State University

Student retention has become a common focus and obsession of institutions around the country. OSU is no different. To try to reduce those student losses, we contact the student and ask why they left the school. The most common reason reported is that they were unsuccessful in their classes. But what caused this lack of academic success? What it lack of preparation on the student's part or something that is occurring in the classrooms? We conducted a qualitative study with undergraduate students to ask them how they perceived the effectiveness of their courses. The results will be reported and discussed.

Club Red

Practical and Effective Strategies to Get Your Students Engaged 

This interactive session will help faculty better understand the elements that contribute to student engagement as well as learn solid, practical and effective strategies and techniques for promoting it. We start with participants identifying the challenges they face engaging students in their own teaching. Then, using the five-element model for understanding what 'student engagement' means that was introduced in the keynote, we draw from the relevant theory and good practice literature as well as participant expertise to strategize ways for promoting it in our varied teaching and learning contexts. The session's closing activity will be to identify solutions to the specific challenges participants identified in the opening activity. All ideas will be collected and collated into a single Knowledge Repository, providing participants with a rich collection of ideas and strategies for promoting student engagement that can be applied across disciplines and in the onsite and online classroom environment.

City Bank Room B

Sharing and Helping Academics Prepare for Educational Success (SHAPES) 
Ryan Litsey-Texas Tech University, Jon McNaughtan-Texas Tech University and C. Nichole Morelock-Texas Tech University

One of the major objectives of an educator is to engage students in ways that will lead to content mastery and knowledge retention. While the majority of instruction focuses on one or two of the five senses, research has demonstrated how diverse teaching methods that involve many senses are more effective in actively engaging learners. Couched in experiential learning, this presentation will provide participants with an innovative approach to including sensory and tactile experiences in teaching by describing a collaborative project between the Libraries, College of Education and College of Human Sciences utilizing 3D printed objects to reinforce learning concepts.

City Bank Room C

Efficacy of videoconferencing for course delivery to students at multiple locations.
Sara Elizabeth Gragg, Kansas State University

Modern education has championed the use of technology to deliver asynchronous courses to students at remote locations throughout the world. Videoconferencing is an excellent educational tool to facilitate synchronous course delivery with students and the instructor at geographically distinct locations. This session will focus on the advantages and challenges to utilizing videoconferencing for educating students at multiple campuses. Several perspectives will be discussed, including those of the course instructor, the student, and an objective educational researcher. The session presenter will draw upon personal experience, as well as student survey data, to discuss this approach to course delivery.

City Bank Room D

Bringing 100 Years of "Real World" to the Classroom.
Kristi Gilmore, Jody Roginson, Lisa Du Bois Low, Jo Grant Langston, and Cyndie Buckle, Texas Tech University

Today's college students are looking for “future utility” or “relevance” in their learning environment (Persellin & Daniels, 2014; Taylor, 2010). Professors of practice, by definition, have experience in the “real world” that lends itself to offering students a direct connection with what has been presented in the classroom and how they will apply that information in their future careers. This six-member professor of practice panel, with more than 100 years of combined experience in the communication industry, shares their innovative methods for bringing the real world to the classroom.

City Bank Room B

It's Not My Job to Teach That (Or is it?) The “non-cognitive” amidst course content 
Jeff King, University of Central Oklahoma

Whether termed “non-cognitive” or “transversal” or “beyond-disciplinary”, the skills graduates need to process that aren't tracked on the academic transcript are necessary adult capacities in the workplace and society. Higher Ed for years has said, “We do that.” Many employers say, “No, you don't.” Such learning doesn't happen automatically, but do postsecondary institutions pay as much attention to teaching these skills as they do to teaching disciplinary content: trained faculty, assessment of student work, demonstrated levels of proficiency? One institution found what happens when you do teach it in both the curriculum and the co-curriculum: improved academic achievement and retention.

City Bank Room C

Syllabi as a Tool in Course Transparency and Accountability.
Jacki Fitzpatrick, Texas Tech University

The purpose of this presentation is to provide an overview of three models of syllabus creation/execution (contractual, emergent, and motivational). This presentation is not designed to promote one model as a superior or most appropriate. Rather, the relevance of each model (to transparency and accountability) will be discussed. None of these models is limited to a specific discipline or teaching approach. Thus, this presentation will focus on process issues (e.g. choices points in syllabus design) rather than specific content issues. The presenters will not provide individualized review of instructors' syllabi.

City Bank Room D

A Campus Focus on the 1st Gen Experience.
Jana R Fallin-Kansas State University, Tucker Jones-Kansas State University, Hyung Hwa Oh-Kansas State University, Monica Vaca Cardenas- Kansas State University

Currently over 6,000 1st Gen undergraduates attend Kansas State University, representing 31% of the total undergraduate population. We also have large numbers of faculty and staff who self-report 1st Gen status. With these high numbers, the Teaching & Learning Center at K-State designed several opportunities to help faculty learn more to these students succeed. We will share our design of a campus-wide workshop led by a national figure in 1st Gen research, and also results from a faculty and staff 1st Gen survey. Several amazing videos of 1st Gen faculty and graduate students will be included.

City Bank Room B

Active Learning Toolbox: Suggestions for Using 20 Active Learning Strategies 
Angela Lumpkin, Texas Tech University

An engaging teacher relies on an increasingly large active learning toolbox filled with innovative and successful strategies to attract and retain the interest of today's students. Strategies presented in this session will include ways to facilitate small-group interactions and whole-class discussions, engage students in writing, ask all students simultaneously for responses to questions to assess their understanding, challenge students to think critically, and incorporate a variety of technologies. Student-centered, active learning holds students accountable for their own learning. Actively engaged students will learn more and enjoy the learning process more…and so will their teacher!

City Bank Room C

Using graphical analysis and Socratic approaches to engage learning in K-20 students in critical thing.
Tom Arsuffi, Texas Tech University

Next Generation Science Standards set the bar for what students must be able to do, including how to problem solve, design an experiment, draw conclusions from a set of evidence - all requiring students to actually do those things. For 25 years, I have taught capstone courses designed to integrate the knowledge, concepts, and skills from aspects of a student's entire curriculum (STEM & non-science courses). Here, participants will learn that Socratic teaching the Scientific Method through the entire scientific process improves student understanding/retention plus reverse graphical analysis is a foundation to critical thinking skill development, regardless of discipline.