Pedagogicon Poster Gallery

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  Proyecto Ñ - A Digital Humanities Student and Faculty Co-Creative Project

  José Juan Gómez-Becerra, Haleigh Hamilton, and Socorro Zaragoza

  Proyecto Ñ is an EKU student-faculty co-created Google Site for the exploration of Latinx cultures. Modeling a relationship rich pedagogy, Proyecto Ñ stimulates greater meaning and purpose for course assignments, and it encourages students enrolled in Spanish 301 at EKU to learn collectively and build relationships as a learning community.

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  Using Art to Teach Introductory Political Science Courses

  Kelly Grenier

  Asking how instructors can teach introductory political science courses to students socialized in a contentious political culture, I argue that art-based assignments are well-suited to this challenge. A case study demonstrates the approach in action use frameworks from Perry and Kolb.

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  Factors that Influence Academic Satisfaction in University English as a Second Language Students

  Haleigh Hamilton, Angie J. Marroquin, Socorro Zaragoza, Sara Incera, Trenia Napier, Lara Kristin Vance, Ashley Matthews Sweat, and Judith L. Jenkins

  The present project is based on a study that measured four factors that could affect academic satisfaction in English as a Second Language (ESL) students: English proficiency, cultural inclusion, connectedness to school, and faculty relationships. The results from this study were used to directly benefit ESL students by creating teaching resources and providing training to faculty and tutors across campus. During two of the tutor sessions provided as training, tutors at EKU provided feedback on the helpfulness of the session, advice for ESL students, and advice for professors at the university. This feedback was analyzed and will be discussed in this poster.

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  Non-Native English Speaking Instructors and Online Education

  Katelyn McClure, Benjamin Meadows, Christian Phillips, and Hung-Tao Chen

  The current study aims to determine if the presence of a non-native English speaking accent brings about more anxiety whilst learning new material compared to an instructor with a standard American accent. Our findings indicated the instructor's voice influenced recall and anxiety.

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  Effects and Implications of Contact Hypothesis in the Online Classroom

  Benjamin Meadows

  The current study investigated students’ learning motivation as they watched lecture videos from either a native-English-speaking instructor or a non-native-English-speaking instructor. Results indicated that contact, as manipulated by a self-introduction video, had an effect on students’ learning motivation.

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  Examining the Impact of Machine Voice and Student Characteristics on Learning Outcomes

  Thomas Morris and Hung-Tao Chen

  Computer generated speech is becoming more widely used in the classroom. As a follow up of two past studies on machine voice, the current study found that a voice combined with student characteristics did not influence learning outcomes. Implications for the use of machine voice in the classroom are discussed.

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  Building Relationship-Rich Opportunities Online

  Shirley O'brien and Kelly Spayd

  Mentoring is an important process in building rich relationships in learning. This session describes the use of e-mentoring as an innovative strategy to promote a relationship rich experience for faculty and students. Data collected reinforce learner-centered professional value in the promotion of student engagement.

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  In-Class Laptop Use for Student Learning

  Jiyeon Park and Abigail Aulbach

  While laptops are considered to be effective and critical learning tools, their appropriateness for in-class student learning remains a subject of debate. We examined the effects of behavior strategies regarding in-class laptop use by undergraduate students. The students’ attitudes toward and perspectives on the strategies will be discussed.

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  Academic support for students with disabilities transitioning from secondary to post-secondary education

  Jiyeon Park, Kim Seale, and Leah McMaine

  For college students with disabilities, academic success is important to their future quality of life; but services and support vary widely across postsecondary institutions. This study investigates the accessibility and related services of postsecondary institutions in Kentucky and suggests transition planning from secondary to post-secondary education for students with disabilities.

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  Humanizing Learning: Strategies to Implement Now

  Melony Shemberger

  Humanizing teaching supports the affective and cognitive dimensions of learning. This poster will present strategies that can be used in any instructional setting.

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  Supporting Instructors (through a Pandemic) with Informal Meet-ups

  Marissa Stewart, Hannah Jardine, and Aránzazu Ascunce

  In this poster, we will discuss an impactful program to support instructors holistically during (and beyond) the pandemic. Informal meet-ups for instructors help build supportive relationships with their peers, while also helping them adopt impactful instructional strategies to meet their immediate needs.

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  Applying Twitch Streamers’ Engagement Strategies to Synchronous Online Learning

  Kristina Wilson

  This poster suggests engagement techniques for synchronous online class sessions based on the engagement practices of Twitch streamers. (It does not advocate for the adoption of any tool or service; instead, it promotes techniques that may be used on any platform.)

  See this blogpost for additional information on the topic.

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  Teaching Data Science while Solving Real World Problems

  Evan H. Charles, Sara Incera, Matthew P. Winslow, and Jim Fatzinger

  The Data Science Team in EKU’s Noel Studio offers students the opportunity to improve and accomplish specialized research tasks. By being part of the team students have hands-on experience on how to collect, analyze, and report data to solve real-world problems.

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  Design of Online Lecture Videos by Non-Native English Speaking (NNES) Instructors to Promote Critical Learning

  Hung-Tao Chen, Megan Thomas, Thomas W. Morris, Jatana Boggs, and Katelyn McClure

  The current study seeks to investigate the effects of instructor presence in online lecture videos, focusing on non-native-English-speaking (NNES) instructors. NNES instructors should consider higher video presence during teaching to promote students' learning outcomes.

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  Students' Perceptions on Learning Different Inter-Professional Presentation Techniques

  Kathleen Mae Fischer, Tarin Thomas Williams, and David Hannigan

  Students often struggle to adapt to their learning environment. More importantly they may not comprehend the techniques required for inter-professional relationships. Students in inter-professional situations need to adapt quickly. With reviewing and practicing different video presentation techniques students can model the skills required to adapt quickly with any learning experience.

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  “I Would Prefer In-person Classes.”: Student Preferences, Study Habits, and Characteristics

  Amanda W. Joyce

  It is particularly important that instructors be responsive to student needs during times of stress. Early in the Fall 2020 semester, 107 students reported their characteristics, study habits, and preferences. The purpose of this session is to disseminate this information so that instructors can best meet their students’ needs.

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  Utilizing Discord to Create a Learning Space for Cybersecurity Courses

  Randall Joyce, Faris Sahawneh, and Brandon Dixon

  Using technology tools during the COVID-19 pandemic has been critical to communicate with students. This manuscript explores how using Discord a gaming communication platform has been adopted by cybersecurity faculty to communicate in real time.

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  Your Eastern Progress: An Approach to Teaching Critical Reading, Media Literacy, and Campus Engagement

  Tricia Fulks Kelley, Travis L. Martin, and Cindy Judd

  “Your Eastern Progress” arc assignment, an EKU Quality Enhancement Program (QEP) sponsored project, taught students critical reading strategies, awareness about campus resources, and community engagement through partnering with the Eastern Progress (EP). The content promoted resilience by helping students confront issues most likely to impact their college success.

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  Literature Genre Effects on Memory and Influence

  Katelyn McClure, Hung-Tao Chen, and Megan Thomas

  The current study examines the effect of text genre on students' learning and level of persuasion. Findings from the current study have relevant implications for pedagogical practices in critical reading and learning.

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  Flexible and Equivalent: Redesigning an Undergraduate Nursing Course in HyFlex Format

  Jennifer Miller and Julia Beren

  An undergraduate nursing course was redesigned into Hybrid-Flex format in Fall 2020 to engage students and provide flexible attendance options due to COVID-19. Case studies were introduced asynchronously and then completed in groups during synchronous sessions to complement a flipped classroom. Students gave positive feedback on the format and engagement.

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  Influence of Pedagogical Agent’s Voice on Effort Ratings and Recall Performance

  Thomas W. Morris and Hung-Tao Chen

  Education technologies are increasingly using computer-generated speech to present information. The current study examines the influence of voice on student factors in an online audio lecture. The results indicate that voice influences both students' cognitive effort ratings and recall performance. Design implications of pedagogical materials in distance learning are discussed.