Pedagogicon Pre-Recorded Presentations

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  Building Collaborative Relationships in Remote Learning

  Shannon M. Eastep, Sarah Kasten, and Bianca Prather-Jones

  In this session, three faculty members from NKU’s College of Education will share their strategies and practices for engaging students in work that encourages student collaboration. Participants will see creative and innovative techniques for building relationship-rich learning experiences with the use of different technologies and creative approaches.

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  A Return to Humanity in Teaching

  Stephanie Foote

  This session will explore ways to return to the humanity in teaching by understanding ourselves and our students and using these collective understandings to create inclusive and responsive learning environments, regardless of course modality. Participants will leave with a plan to employ small changes in their own courses.

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  The (Millennial) Times They Are a-Changin’: Understanding Gen Z’s Expectations in the Classroom

  Hayley Hoffman

  This presentation will discuss the results of a longitudinal study recently conducted at several higher education institutions across the United States that examined Gen Z students’ expectations of and experiences with their instructors, and how those instructors are currently violating their expectations.

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  Inclusive Higher Education: Strategies for Building Inclusive Learning Environments for College Students with Disabilities

  Mary Jo Krile, Michelle Gremp, and Mary-Beth Hammond

  As the national enrollment of college students with disabilities continues to increase (NCES, 2019), it is essential for faculty to implement strategies for building inclusive learning environments. This presentation will present strategies faculty can implement to achieve inclusive classrooms, including educationally rich relationships with students with disabilities.

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  Feed More Back: Multimodal Feedback Toward Relationship-Rich Writing Courses

  Jessica Mattox and Cyndy Lopez-Guerrero

  As university writing instructors, we believe multimodal feedback strategies foster meaningful classroom relationships in collaborative writing projects. Our pedagogy presentation integrates a multimodal feedback plan into two assignment sequences: 1.) an Instruction Set, Usability Test, and Results Memo, and 2.) the Freshmen “Theory of Writing” research paper process.

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  Preservice Math Teachers Readying Themselves for the Classroom by Critically Reading the Research…aka…the 3R’s Project

  Jamie-Marie Miller

  The 3R's Project was funded by Eastern Kentucky University's Quality Enhancement Plan Leadership Grant. This session will highlight the impact incorporating critical reading strategies in middle grades/secondary math education methods course had on the students' critical reading skills and perceived pedagogical knowledge.

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  Does Your Student Know? Being Intentional With Quality in Designing Online Instruction

  Melony Shemberger

  This session will guide participants to incorporate intentionality as a communication construct when designing any learning experience. Intentionality is communication planned around a learning goal by the instructor through cognitive decisions. Based on this research, a faculty development course created by the presenter will be shared.

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  Creating and Sustaining a Student-Faculty Partnership for Inclusive Education

  Laurel Willingham-McLain, Carla Ramirez, Dara Drake, and Madison Jakubowski

  Staff and undergraduate students present the creation and growth of the Syracuse University Partnership for Inclusive Education. The Partnership seeks to create culturally responsive learning environments by opening a semester-long conversation about teaching and learning perspectives between student consultants and faculty partners in the context of specific courses.

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  Agile, Mobile, and Tactile: Student Engagement Strategies and Techniques that Work Across Online, Hybrid, and/or Flexible Class Settings

  Ray Bailey, Jiani Wu, and Gina Gonzalez

  This session will explore creative and engaging activities for translating your face-to-face courses to online or hybrid formats, and vice versa. Icebreakers, game-based lessons, and immersive activities will be discussed, as well as specific tech tools to facilitate the transition. Bring your ideas, successes, and challenges to share.

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  A Moving Target: Weaving the Threads to Lifelong Learning

  P. Gay Baughman, Martha Drummond, Gill Diamond, and Vida Vaughn

  In the midst of a COVID-19 shutdown, the University of Louisville School of Dentistry created a new class that started as face-to-face, and moved to seminar to online to hybrid. We developed avenues for students with COVID-19 to keep up in classwork, and developed ways to communicate without HIPPA violation. “We were building the airplane, as we were flying it.”

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  Utilizing Pedagogical Technology to Facilitate Peer and Group Feedback in Hybrid Courses - A Case Study

  Ewoud de Kok and Nhi Nguyen

  Maintaining effective feedback and collaboration are key to agile teaching/learning. However, this remains challenging due to free-riding and lack of appropriate tools. This session discusses how to improve feedback and group work quality while promoting the ATLM, by implementing FeedbackFruits tools (Peer Review and Group Member Evaluation).

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  Applying Special Education High Leverage Practices to Enhance Learning in Higher Education Courses

  Michelle Gremp, Mary Jo Krile, Marie L. Manning, and Julie H. Rutland

  Successful teaching at all levels requires skill in four intertwined components: collaboration, assessment, social/ emotional/behavioral practices, and instruction. This presentation describes how faculty incorporate CEC High-Leverage Practices for K-12 Special Education Teachers (McLeskey et al., 2017) into their college level courses to meet the individualized learning needs of students.

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  #StayWoke: How Interviewing Faculty Can Make Your Program More Inclusive

  Brianna Henson

  Research shows that inclusion is critical to learning. As an effort to create a more inclusive learning environment, the University of Kentucky’s College of Pharmacy encouraged faculty to be directly involved in the process through the use of faculty interviews and a curriculum mapping exercise to identify how to better support diversity and inclusion.

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  Applying the Agile Manifesto to Teaching and Learning: Best Practices and Lessons Learned

  Trish Isaacs

  Principles outlined in the Agile Manifesto provide a way of dealing with, and ultimately succeeding, in the midst of uncertainties and turbulence. The Agile framework and its principles, originally created for software development, can also be applied to support and facilitate effective teaching and learning in today’s rapidly changing environment.

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  Critical Reading from Class to Work

  Yoshie Nakai and Bailey Bird

  This presentation will guide the audience on translating students' critical reading skills into their careers in a workshop format. Specifically, this workshop will show how to help students link critical reading skills to specific jobs and communicate the skills to employers.

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  Agile Learning and Teaching with Miro Boards

  Camille Skubik-Peplaski, Steven Shisley Dr., Whitney Cook, and Jennifer Edick

  Educators use agile learning procedures to require students to analyze, assess and critique theoretical perspectives. Through the use of technology like Miro Boards, students actively engaged in collaborative team work to create a visual representation of a theory increasing their proficiency as a theory driven occupational therapist.

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  Exploring Emerging Technologies for Lifelong Learning and Success (#EmTechMOOC)

  Robin Sullivan and Cherie van Putten

  SUNY’s “Exploring Emerging Technologies for Lifelong Learning and Success” (http://suny.edu/emtech) is an online learning opportunity targeted to college students, faculty, and anyone from across the globe who has an interest to learn about the effective use of freely-available emerging technologies to succeed in today’s rapidly changing environment.

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  Student Support in a Time of Crisis: How a Small Liberal Arts College Writing Center Developed A Course-Embedded Consulting Model for First Year Students

  Scott Whiddon, Nyah Mattison, Joanna Rosenberger, and Taylor Kielman

  This presentation documents how a small-liberal arts college employed course-embedded peer tutoring efforts to support first-year students in selected sections of required introductory writing courses during the ongoing pandemic; our presentation highlights how students in selected sections valued such support in a variety of ways.