SoTLA Conference

Registration

Sykes First Floor Lobby

Cultivating Compassion

Sykes 115
Dr. Lisa J. Lucas - West Chester University

Start the new year by strengthening your compassion. Compassion is empathy in action. Compassion for others begins with self-compassion. Numerous research studies show that self-compassion is strongly associated with emotional wellbeing.

Think of compassion as a muscle that we all have, that we are born with and can bolster.  Dr. Lisa Lucas’s recent research explores how incorporating empathy and compassion into our own lives and into our classrooms can help reduce stress by fostering self-care and greater work-life balance. This provides the space for optimal teaching and learning. As a result, educators become present and more emotionally responsive, which positively impacts student engagement and achievement. 

Dr. Lucas will share how teaching with empathy and awareness enables us to connect more authentically with our students.  Universities that establish a strong foundation of cooperation and trust are able to foster compassionate communities, which make cultural shifts more attainable. Compassion helps us navigate the never-ending interpersonal challenges we encounter on a daily basis. When we exercise compassion for others, we strengthen relationships, our perspective broadens, and we see endless possibilities. Compassion primes our minds for collaboration. We can practice compassion in the midst of teaching, advising, and while collaborating with our colleagues.

Student Choice: Multiple Literacies Promote Engagement and Skill Acquisition

Sykes 252
Lisa V. Mazey - Indiana University of Pennsylvania

Student choice, as opposed to prescriptive assignments, is a useful tool to promote student engagement and literacy skill retention. Meeting student need, when balanced with whole-class interests and course objectives, permits multiple expressions of literacy to help struggling students. Students can and should be able to choose texts to read as well as choose the mode of learning or active reading, and the extensions of that learning via various forms of presentations. Students given a choice feel empowered, understand their place within a community, meet educational goals, apply skills across many contexts, and connect a relevance to their own lives.

Pecha Kucha: An innovative tool for classroom presentations

Sykes 254
Jacqueline Hodes, Kristin Herman, and Heather Mitchell - West Chester University

Many courses require a group presentation as an assignment to demonstrate learning. More often than not, regardless of instruction and timers and the threat of point reduction, the best laid plans for a time-limited group presentation go awry. This session will introduce participants to an innovative tool for classroom presentations. Pecha Kucha is a fast-paced (20 slides; 20 seconds per slide) presentation format that will assist students in presenting information in a succinct and powerful manner. Join as we explore how to create and use this unique tool to enhance teaching and learning in the classroom setting. 

#MakeIt: Using Critical Creativity to Engage and Assess Learning

Sykes 255 A
Jason Vanfosson - West Chester University

The maker movement has seen a surge in STEM fields in recent years. Employing making principles in higher education creates a more equitable classroom that promotes access and inclusion for all students. By incorporating the frameworks that making offers in disciplines not traditionally associated with the making movement, this presentation will demonstrate ways to use critical creativity to promote learner engagement and provide authentic and rigorous assessments that prompts student success and learning.

Creating Effective Rubrics to Improve Assessment for Accreditation

Sykes 255 B
Gulbin Ozcan-Deniz - Thomas Jefferson University

This presentation discusses the steps of creating an effective rubric to improve both student learning and assessment practices in connection to accreditation. Sample rubrics from Construction Management subject areas will be shown as examples of how qualitative and quantitative assessment was achieved via different rubric designs. ABET Student Learning Outcomes (SLOs) will be linked to rubrics presented to show how assessment for accreditation can be improved via rubric design.

Teaching Excellence through University Community Collaboration in Capacity Building

Sykes 252
Wan-Yi Chen, Gwenell O'Neal, and Maura Quigley - West Chester University

This project is an innovative way to create community-based, experiential learning opportunities in areas such as managing service program and organization, community outreach, policy analysis, and program evaluation, etc. known collectively as “macro” practice for Graduate Social Work (GSW) students in their field practicum.  Two “community forums” have been hosted where discussions focus on how social work interns could assist the agencies in macro practice capacities while developing their skills in these areas.  Senior faculty have provided and enhanced leadership activities to benefit the professional development of community staff in conjunction with graduate students who have co-facilitated the community forums. 

Supporting Student Learning and Understanding using Virtual Reality and Video Demonstrations

Sykes 254
Christopher Roemmele - West Chester University

Instructional videos and visualizations are a critical aspect of learning geology, and conceptualizing the temporal and spatial aspects of geology. Infusing aspects of multimedia learning design and pedagogy, a series of video demonstrations of various geological concepts and virtual reality field trips were created and implemented in a general education introductory geology class. The goal of this project is utilize mixed-methods research to investigate determine video effectiveness and whether the use of the videos improved student learning outcomes, self-efficacy, and appreciation toward geology and learning geology.

Building Portfolios that Pack a Punch

Sykes 255 A
Joanne Serembus and Dana Kemery - Drexel University

Portfolios can be used for a multitude of purposes in higher education but most importantly, they stand out as a collection of student work over time. Faculty use electronic or digital portfolios to showcase student performance and progress as a learning tool, assessment method, accreditation vehicle and a door for their employment. In this session, participants will learn how to teach portfolio development using two readily available, creative and free digital formats, AnyFlip or HTML5 and Adobe Spark Page. Sample graduate student portfolios will be shared as well as details for utilizing these as reflective tools that enhance metacognition.

Computer Animation Promotes Learning in Plant Sciences and STEM Courses

Sykes 255 B
Cyril Broderick and Kam Kong - Delaware State University

Critical needs for learning, especially in STEM studies, are evident, and pressure is confounding from everywhere demanding results. Improvement in science, technology, engineering, and math skills pose challenges in addressing learning problems. The objective of this proposal, consequently, is to develop and implement measures that would ensure learning and proficiency among STEM students. We present prospects for efficient training of students using computer animation and similar techniques. Methods involve comparative training of students using animation techniques versus non-use of such techniques. Results would show superior significant differences for computer animation techniques.

Lunch

Rams Head Food Court

WCU-COURSE (Course-based Opportunities for Research and Scholarly Experiences)

Sykes 252
Nicole Bennett - West Chester University

Undergraduate research and creative activity can provide students with professional engagement that enhances their college experience and prepares them for future careers. Course-based undergraduate research experiences (CURE), during which students participate in authentic investigation and discovery in the classroom, have emerged as a viable mechanism for engaging large numbers of students in this High Impact Practice.  However, there are few models. In September 2019, the WCU Office of Research and Sponsored programs invited faculty members to apply for the WCU Course-based Opportunities for Undergraduate Research and Scholarly Experiences COURSE) Program to create and revise CURE models. 

Practical Pretending and Role-Playing through Real-Life Apps

Sykes 254
Tim Hibsman and Haley Hibsman - Indiana University of Pennsylvania

Escape the classroom and walk into a simulated, real-life, practical, hands-on learning scenario.  One of the best ways to teach students is to transform the classroom into real-life environment.   The teacher may have to change roles and become an employer or customer to help the student visualize a practical scenario where they can implement their classroom skills. Over a dozen free Apple Applications will be demonstrated to help students understand how academic skills are used beyond the classroom.  These process-oriented, computer applications will help student to focus on course/career  knowledge, goals and skills. 

"Peer Engagement and Andragogy (P.E.A.)": Teaching Excellence through Peer Mentorship

Sykes 255 A
Nicole G. Johnson, Katherine Wenocur, Angelle Richardson, Yoon Suh Moh, Rachel Brandoff, Katherine Sperandio, and Stephen DiDonato - Thomas Jefferson University

Thomas Jefferson University’s Community and Trauma Counseling (CTC) Peer Mentorship Program was developed as a resource for program faculty to enhance teaching effectiveness in a flexible and supportive environment. The CTC Peer Mentorship Program provides opportunities for faculty to engage in a formative “no stakes” process which is separated from any evaluative process related to employee review and promotion. This workshop will outline this program and share the framework which has been utilized to foster openness and vulnerability allowing peer engagement, through a feedback loop, to enhance overall teaching excellence. 

What can faculty do to impact persistence for adult learners of color?

Sykes 255 B
Lisa Calvano and Jocelyn Russell - West Chester University
Kenneth Jones - Drexel University

The term “persistence” refers to a student’s ability to complete their degree regardless of where they begin or end their studies. Research indicates that two populations of students—adult learners and underrepresented minorities—face unique challenges in completing their degrees. Using an intersectional approach, we will present the results of research exploring persistence among adult learners of color and discuss ways in which faculty members can positively impact persistence.

Blending Experiential and On-Line Learning in Teaching-Scholarship on Immigration, Globalization and Social Policy in Southeastern Pennsylvania and Mexico

Sykes 252
Linda Stevenson and Michele Belliveau - West Chester University

This session will be part presentation and part workshop.  We will first review successes and challenges of a decade of collaborative teaching and research about Latinx and immigrant populations from Kennett Square to Norristown to Philadelphia. Second, we will outline our plans for a Spring semester Advanced Social Policy course - designed to meet the particular needs of students at WCU’s Philly location, in combination with a blended Summer I Latin American Culture and Politics course - all meeting for a short-term study abroad seminar in Mexico May 2020.  Third, we will open the session for discussion about others’ experiences with innovative learning, teaching and research. 

The Late Night Show Model for Engaging Large Class Sections

Sykes 254
Thomas Elmer - West Chester University

When I learned I would be teaching a large section of 180 students this fall, I found my inspiration in David Letterman's 12:30 PM show at night. I create and post weekly videos Sundays with multiple characters ."The Game of Marketing" contest using Game of Thrones. The Marketing Quiz show with prizes. Podcasts. RAMK. And much more. Learn the good, bad and ugly of the large class experience that I'd do all over again if it was offered to me again in the future. 

Challenge all students: get the most out of review days

Sykes 255 A
Meg Niiler - West Chester University

How can your review days challenge students who have mastered the material, those that are still learning the material, and everyone in between?  How can you ensure that all students have sufficient time to complete activities without others becoming bored or feeling rushed?  Attend this session to learn an approach creating reviews that: challenge all students, raise students’ metacognitive awareness, and actively engage students.  Participants are encouraged to bring a textbook or other course material for a unit or chapter review that they wish to rework.

Students' Perspectives on Compassion in the Classroom, a panel discussion facilitated by Dr. Lisa J. Lucas

Sykes 115
Lisa J. Lucas, Laura Fiorenza, Hannah Ashcroft, Aaliyah Holloway, Erin Mecchi, Margaret Bird, Megan Cziraky, Kristen Kain, Ashley Mruk, Aida Mujkovic, Megan Streich, Jacqueline Pizzico, and Emma Surdy - West Chester University

Many educators strive to create a classroom climate where students feel heard, experience empathy, and are treated as unique individuals . We hope we are successful in these endeavors. But how do we know? This plenary panel session, facilitated by Dr. Lisa J. Lucas and Dr. Laura Fiorenza, will hear from current college students regarding how they have experienced or would like to experience classrooms that have a culture of empathy and compassion. We’ll also explore what keeps students engaged.