iTeach 2024: Program - Center for Teaching and Learning

Further information can be found at iTeach 2024 and on the conference registration page.

Downloadable Program iTeach 2024 (pdf)

Program Overview

All events take place in Hillman Hall on the Danforth Campus.

8:30 – 9:00am: Registration, 1st Floor

9:00 – 9:50am: Opening Session & Provost’s Welcome, Clark Fox Forum (1st Floor Atrium)

	Room 120	Room 130	Room 60	Room 70
10:00am	Paper Session: Learning with the Libraries	Workshop: Things Your Instructional Designer Wishes You Knew about Canvas	Paper Session: Virtual Reality and Gamification	Paper Session: Active Learning and Student Feedback
11:00am	Panel Discussion: Making the Full Value of Our Courses More Tangible: Lessons Learned from the Literacies for Life and Career Pilot	Workshop: Empowering Discussion Strategies for Soft-Spoken Students	Paper Session: Responding to ChatGPT and AI-assisted writing tools	Paper Session: The Power of Student Self-Assessment and Quiet Reflection

12:00 – 12:50pm: Lunch, Clark Fox Forum (1st Floor Atrium)

Concurrent Sessions Afternoon

	Room 120	Room 130	Room 60	Room 70	Room 110
1:00pm	Panel Discussion: Transferable Practices from WashU Language Classrooms	Workshop: Engaging Students as Creators through Open Pedagogy	Lightning Talks	Workshop: Creating a Teaching Philosophy Statement to Enhance Reflective and Inclusive Instruction	Workshop: Helping Students in Distress Toolkit: How to respond and make referrals
2:00pm	Workshop: Visualizing Assessment Data: A Case Study from the WUSM Program	Panel Discussion: Creating Equitable & Inclusive Learning Environments	Paper Session: Creative approaches to assessment and student learning	Workshop: Empowering Learners: Active Learning Classrooms and Integrated Language Performance Labs for Inclusive Pedagogy
3:00pm	Workshop: Decolonizing Teaching and Learning	Paper Session: Reconnecting with students through educational technology	Workshop: Team-Based Learning Principles and How to Apply it to Your Course	Paper Session: Centering students in a wide range of classroom settings

4:00 – 5:30pm: Reception, Clark Fox Forum (1st Floor Atrium), with refreshments & door prizes!

Program Details

10:00 am Sessions

Paper Session: Virtual Reality and Gamification, Rm 60

Text Adventures: Gamifying Composition Writing in Intermediate Spanish

Mark Dowell, Lecturer in Spanish and Portuguese, Romance Languages and Literatures

Abstract:

Using online text-adventure platforms, I am proposing a fifteen-minute workshop on creating an interactive and student-centered composition writing project to encourage learning language and cultural topics in intermediate level Spanish.

10:00 am, 15-minute conference-style presentation, Rm 60

Easy Use of VR Classroom Space – NO goggles required.

Robert Morgan, Teaching Professor of Drama, Performing Arts

Abstract:

Have you ever wanted to break out of the 2D powerpoint presentation world to share anything in 3 dimensions? You can now do so – and very easily – with use of an online platform called FrameVR. From virtual pin-up spaces to environments that immerse students in virtually everything from history to chemistry to geology, this session will give you the information you need to make your own virtual classroom space and populate it with content that students will find engaging, collaborative, and entertaining.

Shared Immersive Experiences using Augmented Reality

Phil Skemer, Professor of Earth, Environmental, and Planetary Sciences, Earth, Environmental, and Planetary Sciences (EEPS)

Abstract:

The Fossett Laboratory for Virtual Planetary Exploration is an innovative education and research facility managed by the Department of Earth, Environmental, and Planetary Sciences. In the Fossett Lab, we create, visualize, and explore complex data ranging from the structure of crystals to the surfaces of planets, using augmented reality (AR) devices such as Microsoft’s HoloLens. A key element of our technology is the use of shared visualization, which means that 3D objects can be presented to a group of students at the same time, in the same orientation, and in the same physical space. In this presentation I will describe the Fossett Lab’s mission and explain how our technology helps students learn.

Paper Session: Active Learning and Student Feedback, Rm 70

Your (Well-intended) Advice is Not Feedback!

Rachel Moquin, Assistant Professor and Director of Learning and Development, School of Medicine

Abstract:

Giving feedback is ubiquitous in education and is an important mechanism for supporting growth mindset, self-awareness, and meaningful reflection in learners. Often, when providing feedback, a tendency may be to jump into an advice-giving stance because we want to help our learners, and as we often have valuable knowledge and perspective to share. Reframing how we view the role and purpose of feedback is useful in steering away from the advice-giving that feedback can become. The distinction between feedback and advice can be subtle, but it is incredibly important for educators to understand the nuance and evaluate which is appropriate for specific learners in specific contexts. In this presentation, we will define feedback, differentiate feedback from advice, and explain the importance of the nuance.

Teaching the Diverse Set of Data Science Knowledge, Skills, and Dispositions Through Active Learning

Marion Neumann, Teaching Professor, Computer Science and Engineering (CSE)

Abstract:

Data science is an inherently applied and interdisciplinary field bringing together domain data, computer science, and statistics. In addition to teaching a strong focus on data, a strong understanding of conceptual knowledge, and solid programming skills, we need to convey a strong sense of professional and ethical responsibility. Hence, data science education needs to equip students with an extremely diverse set of knowledge, skills, and dispositions. The goal of active learning is to engage students in the learning process. We argue that active learning is not just beneficial to teach data science knowledge and skills, but it is especially suitable to shape dispositions encompassing socio-emotional skills, behaviors, and attitudes when performing data science.

Our team-based active learning framework for CSE217A: Introduction to Data Science is hinged on the following five ingredients:

Fixed, pre-assigned groups with students from minority groups in mind
Active team coding with screen sharing (in-class/computer lab)
Active self-guided reading/learning of conceptual knowledge (reading/preparation)
Active deepening of conceptual knowledge through meaningful written problems (in-class)
Active discussion of both problem solving approaches, as well as open ended ethical considerations (in-class)

We will describe our team-based active learning framework and share our experiences with running this course on a scale of 100-150 students per semester.

WOOP’ing Study Habits Into Shape: Applying the Wish-Outcome-Obstacle-Plan Framework to a Student Exam Planning Exercise

Elise Walck-Shannon, Biology Lecturer, Biology

Abstract:

Students struggle to regulate their learning during independent study sessions. In this study, we asked whether an online behavioral intervention helped introductory biology students decrease distraction while studying. The intervention consisted of exam 1 reflection, exam 2 planning, and exam 2 reflection exercises. During planning, students used the WOOP framework by forming a study wish/goal, visualizing a positive outcome of their goal, identifying an obstacle, and planning for that obstacle using an implementation intention (IF, THEN statement). During reflection, students self-reported their distraction while studying, which we used as our outcome measurement. Distraction was the most frequently reported study obstacle, and students who planned for distraction obstacles did follow through on decreasing their distraction levels during independent study sessions. Overall, WOOP holds promise as a self-regulatory technique to help introductory biology students change their behaviors while studying.

Paper Sessions: Learning from the Libraries, Rm 120

Chemistry Capstone Project as an Example of Open Pedagogy

Treasa Bane, Copyright & Scholarly Communication Librarian, University Libraries

Rhiannon Iha, Chemistry Subject Librarian

Abstract:

Rhiannon Iha, Chemistry Lecturer and Librarian, demonstrates an organic chemistry capstone project that applies literacy skills and is based on instructor time and capacity. The benefits and impact of this work will be explored, and participants will walk away with ideas for a project and a better understanding of open pedagogy.

Revamp a class with Wikipedia

AJ Robinson, Islamic Studies; South Asian Studies; Women, Gender, & Sexuality Studies; and Jewish & Near Eastern Studies (Interim) Subject Librarian, University Libraries

Abstract:

Wikipedia assignments create opportunities for students to apply class readings and contribute to public knowledge. While anyone can edit Wikipedia, adding quality edits involves source evaluation, synthesis, and weighing viewpoints. This presentation will demonstrate strategies and learning objectives for assignments that range from a one day exercise to full semester projects.

Panel Discussion: Things Your Instructional Designer Wishes You Knew about Canvas, Rm 130

Tiffany Lang, Instructional Designer and Canvas Administrator, Arts & Sciences

Lindsay Meador, Senior Program Manager, CAPS

Kella Thornton, Instructional Specialist, CAPS

Jason Crandall, Director of Learning Design & Innovation, McKelvey

Meghann Pytka, Instructional Specialist, McKelvey

Emily Thompson, Director, Online Programs, School of Medicine

Abstract:

Have you ever wondered what instructional specialists would love to show you about Canvas before your next semester? In this interdisciplinary session, instructional designers from across WashU share research-based strategies and Canvas tips for establishing teaching presence, engaging learners with timely and multimodal feedback, and designing courses for student-centered instruction—as well as where to receive support along the way.

By the end of this session, you will be able to:

Recognize the importance of how foundational Canvas skills support learner engagement.
Identify strategies for creating clear and student-centered Canvas courses.
Locate your support contacts for instructional design at WashU.

11:00 am Sessions

Paper Session: Responding to ChatGPT and AI-assisted Writing Tools, Rm 60

Oral Exams to Combat AI

Shelly Cooper, Lecturer in Psychological & Brain Sciences, Psychological and Brain Sciences

Abstract:

Historically, I had my STEM doctoral students complete written take-home exams, where the writing component was aimed at assessing the theoretical knowledge of statistics. However, as AI tools become more sophisticated, the utility of this style of assessment becomes more limited. In this talk, I will discuss my pivot to oral exams for doctoral students. This will include the advantages and disadvantages of administering oral exams from a teaching perspective as well as a student perspective. I hope to convey that oral exams can indeed be a great way to efficiently understand if students really grasp a concept.

11:00 am, 15-minute conference-style presentation, Rm 60

If you can’t beat ’em, join ’em! Using ChatGPT in Exams

Frank Lovett, Professor of Political Science, Political Science

Abstract:

In the Spring of 2023, I experimented with explicitly incorporating the use of ChatGPT into an exam process. Students were instructed to pose traditional exam questions to ChatGPT and then critically evaluate the responses. After a low-stakes midterm testing the format, we dedicated a class session to a close examination of typical results. The final exam demonstrated a considerable development in many students’ abilities to critically evaluate ChatGPT responses and their understanding of the underlying material.

Setting Boundaries for AI-Human Collaboration to Reinforce Your Learning Goals

Sally Wu, Assistant Director for Educational Technology, Center for Teaching and Learning

Abstract:

Given that AI plays a key role in your classes and the future workplace, we will help you develop clear guidelines for exactly where students can/should leverage AI as a collaborator and where students need to contribute to specific course assignments so that they build essential skills. You will adapt or build a table (using AI if desired) to outline the spectrum of AI-Human collaboration and draw distinct boundaries that reinforce your targeted learning goals, building on an open collaborative project.

Paper Session: The Power of Student Self-Assessment and Quiet Reflection, Rm 70

Reflective Homework: What it is, and why you should try it

Janie Brennan, Senior Lecturer, Energy Environmental and Chemical Engineering (EECE)

Abstract:

This talk will discuss Janie’s experiences implementing “reflective homework”, a technique that is rapidly gaining popularity in engineering education. The reflective homework strategy is an approach to formative assessment that incentivizes understanding and mastery; encourages review and reflection for long-term material retention; and (as a bonus) disincentivizes cheating. The talk will review the concepts behind reflective homework, tips for implementing it, and sample materials.

How Self-assessment of Student Participation Impacts Learner Autonomy in Language Courses

Taewoong Kim, Lecturer in Korean Language, East Asian Languages and Cultures (EALC)

Katherine Kerschen, Lecturer in German, Department of Germanic Languages and Literatures

Abstract:

The presenters will share how self-assessment and learner autonomy impact student engagement and participation in college language classrooms. Two language instructors in a German language and a Korean language program collaborated to design a process for students to self-assess their class participation. Students were prompted to (1) set up their goals for participation and engagement at the beginning of the semester, (2) reflect on progress in a mid-semester report, and (3) evaluate their goals, achievements and give grades to themselves at the end of semester. The research question for this pilot study was: how do college students perceive self-assessment-based participation for their autonomous learning? Data from Fall 2023 semester (n = 55) includes the students’ reflections, assessments and researcher observations. The preliminary findings revealed that self-assessment-based participation seemed to facilitate Constructive Reflection, Strategy-Building Skills, and Consistent Goal Making. Student work examples and implications will be discussed.

In-class writing: making the most of a (relatively) distraction-free environment

Nicholas Koziolek, Lecturer in Philosophy, Philosophy (Philosophy-Neuroscience-Psychology)

Abstract:

This semester, I’ve given my students 15 to 20 minutes during each and ever class meeting to spend some time writing about the day’s material. They read and complete a short-essay quiz before class. Class begins with discussion, starting from their questions. They then have time to revisit their quiz answers. Finally, they share their thoughts with some of their classmates. The in-class writing time has proven surprisingly effective. My aim in this presentation is to share my experience.

Panel Discussion: Making the full value of our courses more tangible: Lessons learned from the Literacies for Life and Career pilot, Rm 120

Michelle DeLair, Director of Curricular Innovation, Arts & Sciences, Facilitating

Meg Gregory, Assistant Director and Lecturer in the College Writing Program, Facilitating

Panelists:

Megan Daschbach, Teaching Professor of Chemistry

Heather McPherson, Senior Lecturer in English

Anna Jacobsen, Senior Lecturer in Sociocultural Anthropology

Abstract:

How are we making the enduring skills learned in our courses visible to students? Literacies for Life and Career is a comprehensive teaching and advising initiative designed to help undergraduate students in Arts & Sciences develop their own narrative about what they’re gaining from their liberal arts and sciences education—a narrative that they can take into the world after they graduate. It leverages the existing curriculum in all disciplines and on all levels by asking faculty to identify and signpost skills that transcend the subject matter of a course. This year, 24 faculty are integrating a literacies-based approach in their courses, including increased transparency and opportunities for student reflection and metacognition around skill development. This panel session will introduce you to the Literacies for Life and Career strategic initiative, the teaching strategies we are testing that help students gain awareness of their learning, and stories and tips from several faculty early adopters piloting the program this year in a diverse selection of A&S courses.

Workshop: Empowering Discussion Strategies for Soft-Spoken Students, Rm 130

Lisa Gilbert, Lecturer in Education, Education

Abstract:

Many students want to explore their thoughts in class but are cautious in whole-group settings. How can we open spaces for our more reserved students to participate fully in class exchanges? In this interactive workshop, we will try out active-learning approaches aimed at promoting engagement with course content and classmates alike through a variety of means. These strategies will include partner and small group protocols as well as written tools (whether in-person or virtual), and will also be of interest to those teaching classes too large for seminar-style deliberation. Following our experiments, we will debrief our experiences to reflect on the possible applicability of these strategies to our disciplines. Because the text(s) rooting our sample discussions will be pulled from recent scholarship on teaching and learning in higher education, our dialogues will serve a dual purpose in fostering collegial conversation about current challenges in university-level pedagogy.

1:00 pm Sessions

5- minute Lightning Talks, Rm 60

Intensive and personalized teaching strategies in larger classes

Emily Cohen-Shikora, Senior Lecturer, Psychological and Brain Sciences

Abstract:

SoTL research and our own experience as instructors have shown us that many of the best pedagogical strategies are intensive and time-consuming. For example, frequent quizzing, personalized feedback, and other “high-touch” strategies tend to lead to strong student outcomes. This may create friction in medium and large classes, where practical considerations dominate and instructor/AI resource hours are limited. In this presentation I will describe teaching strategies that are intensive and personalized but can be deployed in larger classes. Additionally, some of these strategies have the added benefit of teaching students learning strategies and promoting their increased engagement with the material.

“Vamos fazer um Podcast”: a Podcast Semester Project in Portuguese 103

Mark Dowell, Lecturer in Spanish and Portuguese, Romance Languages and Literatures

Abstract:

My students in Portuguese 103 (introductory level) have had great success in synthesizing lesson topics through working in small groups on a Podcast project. My lightning talk will give a basic rundown of the rationale, structure, and assessment of the project and subsequent student feedback.

Tenacious Tools: Evaluating and Recommending EdTech that Survived the Pandemic

Jayde Homer, Graduate Fellow, Center for Teaching and Learning

Abstract:

In this talk, I will briefly present data on various ed tech tools and their usage during and “after” pandemic teaching. Following the data, I will recommend tools and methods for instructors that foster classroom engagement. For example, the tool Hypothesis was used as a way to encourage students to collaborate during the pandemic, when in-person or classroom discussions were difficult. While post-pandemic we’ve seen a slight decrease in overall Hypothesis usage, I will discuss ways Hypothesis (among other tools) can be used at present to foster engagement in the classroom.

Creating Community & Cultural Norms in a Post-Pandemic PhD Classroom

Rosie Jones, Senior Project Manager, Division of Biology & Biomedical Sciences

Cindy Vigueira, Director, Curriculum and Graduate Programs, Division of Biology & Biomedical Sciences

Abstract:

Incoming Roy and Diana Vagelos Division of Biology and Biomedical Sciences (DBBS) PhD students experience the cultures of their individual programs, courses, rotation labs, and eventual thesis labs throughout their WashU careers. However, there have been limited opportunities to develop cultural norms across the 12 DBBS programs as a whole, particularly post-pandemic. Utilizing a new format of the Graduate Research Fundamentals course, the Division has developed a weekly, in-person curricular experience to create and reinforce cultural expectations of what it means to be a scientist in the Division’s cutting-edge interdisciplinary model. The course builds-off DBBS Orientation materials and scaffolds learning around research principles, DEI, community engagement, and just-in-time objectives. The course format includes asynchronous assignments, large-group lectures from university partners, small-group discussions, and active learning strategies. We seek to expand this course into a longitudinal support program for trainees that is responsive to just-in-time needs across their doctoral training.

Student-created rubrics for evaluating peer review

Margaret Steele, Postdoctoral Research Associate, Biology

Abstract:

An in-class activity in which students create a grading rubric for evaluating peer review and then apply it to grade a real, open peer review increases student engagement in a peer review assignment.

“First Three Screen-Free”: A Policy for Mindful Screen Use

Elisabeth Windle, Lecturer in English, English

Abstract:

In this brief talk, I share my screens policy, which requires that students commit to remaining screen-free for the first three weeks of the semester. I instituted this policy in the first semester back from the pandemic because I wanted students to have the opportunity to experience a classroom community unmediated by screens. Since then, I’ve seen how the policy has other benefits as well: Students are more careful readers, and they can better articulate when and how screens are useful to their learning.

Workshop: Creating a Teaching Philosophy Statement to Enhance Reflective and Inclusive Instruction, Rm 70

Steve Taff, Professor of Occupational Therapy and Medicine, Occupational Therapy (Rehabilitation and Participation Science)

Abstract:

This interactive presentation will introduce participants to teaching philosophy statements (TPS), their purpose, value, and design. The facilitators will introduce a published framework for creating, implementing, and evaluating a TPS and lead participants through the six-stage process, step-by-step. Participants will leave the presentation with a deeper understanding of why and how they teach and a starting outline for their unique TPS which can be completed as they continue following the framework.

Panel Discussion: Transferable Practices from WashU Language Classrooms, Rm 120

Moderator:

Meg Gregory, Assistant Director and Lecturer in the College Writing Program

Panelists:

Karen Schwelle, Senior Lecturer in the Engineering Communication Center

Julie Singer, Professor of French, Romance Languages and Literatures

Ella Allen, Teaching Professor of French, Romance Languages and Literatures

Mano Yasuda, Lecturer in Japanese Language, East Asian Languages and Cultures

Abstract:

This panel, sponsored by the Coalition for Language Teaching and Learning, features four language faculty highlighting best practices from the language teaching classroom that are transferable to other courses outside of language teaching contexts. Presentations will explore: developing effective strategies for communicating with students; encouraging transfer of learning across writing assignments; creating portfolio assignments as final assessments; and supporting neurodivergent students.

Workshop: Helping Students in Distress Toolkit: How to respond and make referrals, Rm 110

Jodi Seals, Health Promotion Specialist, Habif Health and Wellness

Arie Baker, Director of Health Promotion and Wellness, Habif Health and Wellness

Rick Moore, Assistant Director of Assessment and Evaluation, Center for Teaching and Learning

Abstract:

As part of WashU’s commitment to student well-being, the Center for Teaching & Learning and Habif Health & Wellness have developed a guidebook for instructors called Promoting Student Well-Being in Learning Environments. The guidebook is based on the idea that we can help students meet our high standards and engage in the complex learning and exploration that we expect of them by creating learning environments that promote well-being. This workshop will demonstrate how to put the guidebook into action to recognize students in distress, respond via different modes of communication and refer students to appropriate resources.

Workshop: Engaging Students as Creators through Open Pedagogy, Rm 130

Treasa Bane, Copyright & Scholarly Communication Librarian, University Libraries

Katherine Kerschen, Lecturer in German, Department of Germanic Languages and Literatures

Griffin Knipp, Sustainability Exchange Co-Director, Environmental Sciences

Sarah Swanz, Humanities Data Curator/Data Services Librarian, University Libraries

Sally Wu, Assistant Director for Educational Technology, Center for Teaching and Learning

Abstract:

This session provides instructors with ideas for student-centered learning processes and alternative assessment practices from the principles of open resources and open pedagogy. We begin with polls and introductory activities to gather participant interests and experiences. Then, we provide some examples from WashU instructors who have developed student projects that foster open pedagogy and open resources to help participants understand the spectrum of open practices that can engage their students. Participants will brainstorm their own open practice ideas or examples and identify how they sit along different levels of open and sharable practices.

2:00 pm Sessions

Paper Session: Creative Approaches to Assessment and Student Learning, Rm 60

Ethics Bowl as a Tool for Fostering Constructive Classroom Dialog

Joe Bartzel, Lecturer in American Culture Studies, American Culture Studies

Abstract:

This proposed session presents Ethics Bowl as a classroom tool for fostering substantive discussion about controversial contemporary issues. Recent studies have shown that undergraduate students are becoming increasingly reluctant to share their views in class when the focus shifts to controversial topics. Ethics Bowl is an interactive classroom activity that models a vision of constructive dialogue and civil discourse, structured around a shared commitment to listening to viewpoints other than one’s own and discussing controversial questions with openness and respect. At the heart of Ethics Bowl are cases (approximately one-page descriptions of scenarios that raise some ethical questions by deliberately highlighting tensions between seemingly plausible alternatives), which students work in teams to deliberate and come to a consensus about). In this proposed session, we will explore how instructors can adapt Ethics Bowl activities for their own classrooms, including what goes into preparing cases and guiding students’ group discussions.

This Could be a Side-Quest: Turning The Class into an RPG

Zack Bowersox, Lecturer in Political Science, Political Science

Abstract:

Students indicate that they prefer it when their classes instruct them in practices they can later apply in their careers. Knowing this, are there class formats that allow us to increase these opportunities? Role playing games (RPGs) are a popular genre of video and tabletop games in which players adopt a specific character type or trait. Structuring classes to mimic the RPG format, in which students earn experience points within specific categories that parallel different professions, creates an opportunity for them to explore these professions and gain mastery in different skills they might use in their future careers. The language and tropes of RPGs are also familiar enough to students that they understand their participation in the course as giving them greater agency in their education. My presentation details the experiences I will have had with multiple classes in this format, as well as detailing my RPG formatted syllabi.

Mastery and praxis as formative assessment

Ben Wormleighton, Lecturer, Electrical and Systems Engineering (ESE)

Abstract:

We will discuss two related approaches to assessment in STEM classes featuring a skills-emphasis: mastery- and praxis-based assessment. Mastery-based (or standards-based) assessment has grown in popularity over the last few decades in both STEM and non-STEM contexts but has often been restricted to small classes or lower division courses. We will describe a study conducted in 2022-23 for a fairly large, upper division math course analyzing attainment and experiential outcomes for students engaging with mastery-based assessment. The mastery component of this class included ‘praxis assessment’ emphasizing certain community-focused learning skills while allowing students to demonstrate understanding through alternative media. We will discuss the motivation and potential benefits of praxis assessment, and outline future work in 2024-25 evaluating its effect.

Workshop: Empowering Learners: Active Learning Classrooms and Integrated Language Performance Labs for Inclusive Pedagogy, Rm 70

Mijeong Kim, Teaching Professor of Korean Language, East Asian Languages and Cultures (EALC)

Taewoong Kim, Lecturer in Korean Language, East Asian Languages and Cultures (EALC)

Hea Young Chun, Lecturer in Korean Language, East Asian Languages and Cultures (EALC)

Jiyoon Lee, Lecturer in Korean Language, East Asian Languages and Cultures (EALC)

Abstract:

The presentation will explore the weekly integrated performance labs for Korean language classes in Active Learning Classrooms (ALCs), highlighting inclusive pedagogy and enhanced student engagement. ALCs, equipped with various technologies and flexible spaces, advance the integration of innovative curricula and inclusive learning. These classrooms facilitate the integration of foundational language skills with immersive tasks enriched by materials designed for Gen Z learners. Instructors, students, and undergraduate teaching assistants collaborate to create dynamic learning environments inspired by Universal Design for Learning (UDL) principles.

The workshop will share examples and student work, encouraging discussions on Active Learning Pedagogy. The objective is to highlight the transition to active learning and spotlight ALCs’ role in fostering a diverse, technologically sophisticated educational environment in foreign language learning. Attendees can exchange ideas exploring innovative educational approaches for an inclusive learning experience and active learning.

Workshop: Visualizing Assessment Data: A Case Study from the WUSM Program, Rm 120

Carolyn Dufault, Assistant Dean, Educational Technology and Innovation, School of Medicine

Amanda Emke, Associate Professor of Pediatrics, Critical Care Medicine, School of Medicine

Abstract:

In the fall of 2020 the MD program launching a fully redesigned competency-based curriculum. This transition required clearly defining competencies expected to be achieved by all students. Within this framework, we designed a program of assessment to enable students to understand their personalized progression towards and attainment of competency in all domains. Critically, we needed a way to combine assessment data collected from disparate sources (exam, team-learning exercises, writing assignments, clinical experiences) and display each student’s personalized story to help guide their learning. Between 2020 and 2023, assessment data was provided to students through manually curated MS Excel workbooks. In the fall of 2023, we transitioned to using Tableau to provide intuitive and dynamic data visualizations. These replaced the workbook approach. Through sharing our design and implementation experience, this interactive session will help participants examine the barriers and opportunities that come with making student assessment data accessible, visible, and personalized for all students.

Panel Discussion: Creating Equitable & Inclusive Learning Environments, Rm 130

Moderators:

Lorien Carter, Professor of Practice, Inclusive Pedagogies Faculty Fellow (Office of the Provost)

Sally Wu, Assistant Director for Educational Technology, Center for Teaching and Learning

Panelists:

Andrew Gray, Visiting Assistant Professor of Economics, Olin School of Business

Wren Henderson, Lecturer in English, English

Mitchell Kundel, Senior Lecturer in Biology, Biology

Grace Waitman, Lecturer in College Writing, College Writing Program

Abstract:

This panel will include participants from the inaugural faculty pedagogy and curriculum enhancement program focused on inclusive pedagogies and equitable learning environments. This program offers an avenue for faculty members to center inclusive and equitable teaching practices that will lead to more equitable academic outcomes for undergraduate students.

Participants will share their learning experiences to date, including key takeaways from the 8 knowledge-building sessions focused on inclusive and equitable course design, decolonizing academic curricula, designing transparent and equitable assessments and fostering an inclusive classroom climate.

Participants will also describe their concrete implementation plans that include specific and substantive changes to course design, content, assessment or teaching methods, which they will be implementing during the Spring 2024 semester.

3:00 pm Sessions

Paper Session: Centering students in a wide range of classroom settings, Rm 70

Teaching with (and without) Technology in Prison: Lessons Learned

Jami Ake, Teaching Professor, Interdisciplinary Project in the Humanities

Kevin Windhauser, Director, Prison Education Project, CAPS

Abstract:

In a joint presentation, Kevin Windhauser (Director of Washington University’s Prison Education Project) and Jami Ake discuss the particular challenges of adapting pedagogy to the constraints of the prison classroom, including limited access to mainstream technology. We will highlight PEP’s role in ongoing nationwide initiatives to provide incarcerated college students with equitable access to electronic resources and discuss the lessons PEP has learned about adapting pedagogy to the prison environment as these initiatives unfold. We suggest that some unique opportunities for learning emerge from lack of technological access while also underscoring the need for strategic and creative approaches to building students’ skills in what are typically technology-reliant processes, including academic research, professional communication, and media analysis.

Applying Learning Science Principles to WashU’s Physical Therapy Curriculum

Chris Wally, Project Manager and Research Scientist, CIRCLE

Abstract:

This presentation will describe the initial results of a curricular redesign that incorporated interleaving and spacing principles from the learning sciences into WashU’s Doctor of Physical Therapy Program. De-identified examination performance and study strategy data will be presented. Learners performed better on items considered higher level on Bloom’s taxonomy (apply, analyze, evaluate) when compared to lower-level recall questions (remember, understand) over a spacing interval of 3-6 months. In addition, learners who used study strategies that are not aligned with learning science principles or who reported using a greater number of techniques showed associations with lower performance on examinations and across the spacing interval. These results provide support for educating learners on the use of learning science principles and for the implementation of evidence-based learning at a curricular level to support all learners. In addition, educators should consider Bloom’s item levels when assessing learning, especially over larger spacing intervals.

Workshop: Team-Based Learning Principles and How to Apply it to Your Course, Rm 60

Emily Boyd, Teaching Professor, Mechanical Engineering and Materials Science (MEMS)

Janie Brennan, Senior Lecturer, Energy Environmental and Chemical Engineering (EECE)

Kristen Wyckoff, Senior Lecturer, Energy Environmental and Chemical Engineering (EECE)

Abstract:

Team-based learning (TBL) is a course format that emphasizes active learning in strategically set teams of 5-7 students throughout the semester. This workshop will be present an overview of the format, key considerations for implementation, and examples of how the format is utilized and modified in practice for different types of classes. Examples will be from engineering courses, but this method can be used for any discipline.

Workshop: Decolonizing Teaching and Learning, Rm 120

Steve Taff, Professor of Occupational Therapy and Medicine, Occupational Therapy (Rehabilitation and Participation Science)

Stacy West-Bruce, Instructor in Occupational Therapy and Medicine, Occupational Therapy (Rehabilitation and Participation Science)

Salma Bachelani, Instructor in Occupational Therapy and Pediatrics, Occupational Therapy (Rehabilitation and Participation Science)

Sarah Cheatham Oberle, Instructor in Occupational Therapy and Pediatrics, Occupational Therapy (Rehabilitation and Participation Science)

Emily Somerville, Assistant Professor of Occupational Therapy and Neurology, Occupational Therapy (Rehabilitation and Participation Science)

Marit Watson, Instructor in Occupational Therapy and Medicine, Occupational Therapy (Rehabilitation and Participation Science)

Abstract:

While we hope all students succeed in their academic pursuits, at a minimum we want to ensure we are doing what is in our control as educators to support their success; critically analyzing our teaching practices and decolonizing where possible can go a long way toward this end. This interactive workshop will introduce participants to the foundational theories and elements of anti-racist education, followed by engaged dialogue and activities that introduce a variety of innovative strategies to decolonize curriculum, instruction, and learner assessment. Examples of strategies/tips explored include:

-Review current forms of assessment. Do they contain bias? Are there alternative means of assessment? Are they the only means to measure student knowledge?

-How can we not only teach our students but mentor and advise them toward success?

-Neutralizing instances of stereotype threat by making it clear that all learners belong and have the potential for success.

Paper Session: Reconnecting with Students through Educational Technology, Rm 130

Fostering Student Engagement with an Interactive Matlab Module for Boundary Value Problems (BVPs)

Kevin Brennan, Adjunct Instructor, Electrical and Systems Engineering (ESE)

Abstract:

Solutions to boundary value problems (BVPs) frequently are series expressions that are challenging to visualize, and many students lack the expertise or time to plot the results on their own. To address this challenge when teaching BVPs, an set of interactive Matlab apps were developed to show how solutions to BVPs are affected by changes to their starting conditions. These apps were combined into a single module, and the first few were tested on a group of volunteer undergraduate students. After adjustments based on this feedback, the full module was given to a section of Engineering Mathematics B (EnMath B) students. This presentation will cover the basic functionality of the BVP visualization module, results from the test group, and lessons learned from its use within the EnMath B environment.

Extending, Augmenting, and Overcoming Canvas

Bill Siever, Teaching Professor & Associate Department Chair, Computer Science and Engineering (CSE)

Abstract:

Canvas is a great tool in many ways (well, compared to the competition). However, it has its share of quirks and limitations. This session will provide an overview of some ways to improve course management via Extensions and tools for things like:

* Attendance upon room entry (via custom QR codes),

* Extra analytics,

* Rearranging items on a rubric,

* Using no-penalty “late days”,

* Managing teams of graders, and

* Mass update of course schedules.

Assistive Technology: Breaking Down of Educational Barriers

Laura Dieckhaus, Assistant Director, Assistive Technology, Disability Resources

Abstract:

The objective of Disability Resources (DR) is to examine the need for instructional accommodations for students with disabilities, often aided by the use of assistive technology (AT). By completing a structured interview, DR identifies accommodations that may or may not be supported through the use of assistive technology. When it is determined that AT may need to be explored, options are presented to students through on-line resources, hands-on demonstrations, and when applicable the loaning of equipment for trial. Students report back that effective tools remove educational barriers that exist due to their disability, leveling the playing field and adding to their post-secondary success.