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Empowering Students to Learn Conference Resources

10th Annual International Conference on Teaching and Learning
Presented by Oakland University and the University of Windsor

May 18-19, 2016

Oakland University | Transformative Teaching and Learning

Conference
Information

We held a successful, inspiring 2016 Teaching and Learning conference. Thank you to all who participated! Browse the tabs for links to presentation slides, resources, and recordings for the keynotes, concurrent sessions, and posters from OU, the University of Windsor, Madonna, DePaul, U-M Flint, Saginaw Valley, and MSU.

This year's conference theme was Transforming Teaching and Learning by exploring alternative student learning experiences and ways in which faculty and institutions can enhance their teaching techniques.

Keynote Addresses
That Voodoo That You Do: Transformative Learning in Your Classrooms | Jeff King

Transformative Learning (TL) can seem an arcane concept to put into practice, even magical in order to accomplish successfully, but it can be made explicit—the magical art of TL only seems that way because by definition it must involve students’ (and teachers’) limbic system processing, and the limbic system is not the part of the brain that processes language to describe with words the transformative moment. As with all learning, you can’t “make” students learn. You can lead a horse to water, but you can’t make him drink. With good TL practice, though, you can salt the oats. There are explicit, replicable, and effective methods and tools you can use to make TL more likely to happen in your classroom than simply leaving it to chance. Many faculty intuitively know some methods to accomplish this (which itself is a good example of limbic system knowledge and skill kicking in!). Dr. King’s institution operationalizes TL by having faculty intentionally adapt at least one assignment to include the production of a student learning artifact designed to prompt a TL experience. The teaching science lies in scaffolding that experience. TL isn’t voodoo, but the dramatic impact on students can seem magical.


Transformative and Integrative Learning: Fostering Competent, Caring, Engaged and Productive Citizens | Melissa Peet

Although a growing body of research shows that embodied (unconscious) knowledge is essential to the development of effective workers, practitioners and leaders in all fields, this knowledge is rarely addressed in higher education. Dr. Peet’s work on Integrative Learning and Generative Knowledge addresses this gap through the development of methods that help students’ identify hidden moments of learning, and connect those moments to academic knowledge. “Generative Knowledge” refers to the hidden strengths, capacities and sources of resilience people develop unconsciously as they learn, grow, and adapt to changing conditions across their lifespan. This knowledge is “generative” (resource generating) because it provides people with a sense of engagement, purpose and direction, which in turn, supports the development of different types of capacities.
Session Resources

Click on each session title for the recording. Links also offered for slides and handouts. Click poster titles for poster resources.

Wednesday, May 18
Concurrent Sessions 10:15-11:30 a.m.
503 – Academic Entitlement in the Classroom: What to Expect and Strategies for Managing Different Types of Academic Entitlement (view slides)D. Jackson, J. Singleton-Jackson, M. Frey, C. McLellan, C. Rauti
529 – ePortfolios: Providing a Path for Transformative LearningW. Roblyer-Schwartz, K. Garkusha
541 – Fertile Fields for Learning: Transformational Teaching and Learning at an Undergraduate Campus Farm (view slides)F. Hansen, J. Hanna
10:15-10:50 a.m.
468 – Transforming Ourselves to Transform Students through Humane EducationA. Domzalski, B. Gatarek
461 – Decolonizing the Teaching of Journalism (and) WritingA. Schneeweis
474 – Peer- and Self-Reflective Assessment and Learning in Laboratory Experiences in Kinesiology CoursesA. Duquette*, E. Halle
10:55-11:30 a.m.
522 – “We Are All in This Together”: Learning from Our Peers from the Perspective of Student MentorsJ. AK Bornais, D. Cadarette, J. Sands, M. Renaud
462 – Developing Teaching Skills throughout a Research Intensive Graduate Program: Graduate Students’ PerspectivesA. Goodwin, L. Chittle, S. Santarossa
476 – Development of an Online Clinical Performance Evaluation ToolD. Dayus, G. Fawcett

Concurrent Sessions 2-3:15 p.m.
460 – Teaching Squares as a Tool for Transformative Teaching and Reflective Practice (view slides)J. Tess-Navarro, K. Jostock
515 – Reflective Writing: Higher Education Meets HollywoodA. Skene, J. Raffoul
2-2:35 p.m.
482 – Socratic Circles: Transforming Student Life-Long Learning (view slides, references)D. Bozyk
470 – The Virtual Professor Is In: Transforming Teaching Presence in Online CoursesS. Moore
534 – Creating Service-Learning Community Research Projects to Produce Transformative LearningS. Spencer-Wood
457 – I Taught Them... Did They Learn?: What Students Do During LearningB. Sabourin, L. Sabourin
2:40-3:15 p.m.
522 – “We Are All in This Together”: Learning from Our Peers from the Perspective of Student MentorsJ. AK Bornais, D. Cadarette, J. Sands, M. Renaud
499 – Designing Internships for Aspiring School Leaders Using Evidence-Based Teaching and Learning Practices (view slides)S. Klein
486 – Faculty Development in Simulation-Based Pedagogy: A Model to ShareD. Rickeard, J. AK Bornais
520 – Using Psychological Type Theory to Transform a Learning Strategies Classroom (view slides)A. Prier, E. McKellar, G. Salinitri
510 – The Relative Contribution of Ability vs. Effort to Key Outcomes in Higher Education: Importance, Controversy, MeasurementL. Erdodi

Poster Sessions: 3:30-5 p.m.
451 – Dialogical Narrative Approach to Enhance Analytical Thinking and Student Engagement During Lecture-Based ClassesB. Ghiam* (OU),
S. Loftus* (OU), S. ElSayed (OU)
467 – Creating a Writing-Intensive Course for a Technical Program with Large EnrollmentJ. Stagner (Windsor),
D. Bourne (Windsor)
473 – The Outline ActivityG. Allar (OU)
477 – Using Cases in a Communication ClassR. (Windsor)
478 – “Can 3 Minutes Make a Difference?”: Bringing Brief Meditation Practice to the Undergraduate ClassroomC. Miller* (Windsor),
K. Elder (Windsor)
487 – Hybrid Molecular Model/Video Teaching Tool: Making Organic Chemistry EasierS. Martic (OU)
490 – Evaluating Effectiveness of Intimate Partner Violence Education in Clinical ClerkshipsJ. Truong (OUWB);
Jung* (OUWB);
Lucia* (OUWB);
N. Afonso* (OUWB)
492 – Reflecting on Reflections: A Phenomenographic Approach to Curriculum StudiesD. Silva (Wayne State U), D. Gardner (WSU)
495 – The Impact of Applying the Principles of the New Teacher Induction Program (NTIP) on Mentoring New Early Childhood EducatorsS. Shahbazi (Windsor)
496 – Playing to Motivate EngagementJ. Olivares Aguila (Windsor), Z. J. Pasek* (Windsor), E. Ntake (Windsor)
498 – Front-end Evaluation Planning: Articulating Purpose and Key QuestionsJ. Singh (Qualitative Advantage, LLC)
507 – GATA Network: Strategies Used to Promote Transformative Teaching and Learning among Graduate and Teaching AssistantsL. Chittle (Windsor), E. Ismail (Windsor), P. Boulos (Windsor)
513 – Permaculture and Transformative Learning: It Is All About Interacting RelationshipsJ. Hotte (Windsor)
518 – Identifying Student Approaches to Learning: Undergraduate Student Perceptions of Teaching and Learning at the University of WindsorB. Sabourin (Windsor)
528 – Building Online Community and Content Skills Using Class Citizenship BehaviorsC. Moore (OU)
532 – Employing Audio Feedback to Transform Assessment and Revision of Technical WritingC. Wilson (OU)
533 – Transform Undergraduate Research Teaching to Promote Metacognitive Skills BuildingL. Yao (OU)

Thursday, May 19
Concurrent Sessions 9:30-10:45 a.m.
516 – Digital Devices in the Classroom: Dilemmas and DiscussionT. Noel
536 – Using Collaboration to Connect Community, Campus, and ClassroomS. Ruszkiewicz, P. Todoroff, L. Gabrion, C. Mooty
521 – Your Aims, Activities and Accomplishments Documented in a Portfolio: Why and How to Build Your Teaching DossierJ. AK Bornais
M. Andrews
W. A. Wright
9:30-10:05 a.m.
444 – A Bleak House: Preparing Ph.Ds for the Contemporary Job MarketJ. Cappucci
465 – Filling a Gap: An Essential Step to Transformative Teaching and LearningS. Kuang

441 – How Do We Write Now?: Teaching Voice with Social Media  (view slides)

C. Moore, R. Smydra
10:10-10:45 a.m.
508 – Taking Math to the Next Dimension: Using Math to Teach Thinking SkillsJ. Teeuwen

443 – Transforming Teaching Through Targeted Faculty Learning Communities

See the handout.

A. Nichols Hess
469 – Using Threshold Concepts as a Means for Transformative Teaching: Experiences from an Undergraduate IS CourseG. Bhandari
464 – Journey into TransFormative Assessment (view slides)G. Allar

Concurrent Sessions 11-12:15 p.m.
472 – Digital Revolution: Transforming Research, Collaboration, Organization, and Teaching PracticesS. Moore
511 – The Stories We Tell: Transforming Teaching Through Celebratory Narrative (view sides)J. Raffoul, E. Kustra, M. Potter*
446 – Threshold Concepts and Transformational LearningS. Loftus
11-11:35 a.m.
452 – From Traditional Teaching and Learning to Student Engagement: A Case StudyJ. Stagner, D. Pusca
475 – Transformative Learning through Student-Faculty Partnerships in Curriculum Development and Community Engagement (view slides)D. Cavallo-Medved et. al
488 – Profiling Teaching Practices Within a Multi-Disciplinary Department…A. Goodwin, M. Andrews, J. C. Dixon
11:40-12:15 p.m.
485 – A Multimedia Approach to Build Understanding of Structural Racism, Classism, Sexism, and Homophobia on Health (view slides and syllabus)R. Cheezum
509 – Transforming Time Management: Student Time Usage During Fall Reading WeekK. Cramer, R. Pschibul, N. Tavares
491 – Rethinking Pedagogy: How … Transformative T&L Can Help Reduce Student Plagiarism (view slides)J. Colella-Sandercock, H. Alahmadi
497 – Transforming Inter-Professional Practice through Interdisciplinary EducationB. Mclaughlin, A. Farias, G. Cooper*

Concurrent Sessions: 2:30-3:45 p.m.
453 – Enhancing Your Course Through Service Learning: Planning Your Course RedesignT. Christ
517 – To Catch a Thief: Tackling the Problem of PlagiarismA. Skene
538 – Transforming the Classroom into an Inclusive Learning EnvironmentJ. Garcia
2:30-3:05 p.m.
505 – If You Could Read My Mind: Transforming Course Content to Student Learning (view slides)P. Todoroff, R. Kessling
489 – Reintroducing Lateral Thinking: Teach Creativity While You Teach Everything ElseA. Capelli
514 – …Teaching to Both Introverted and Extraverted StudentsL. Dietz, J. Katz
3:10-3:45 p.m.
466 – Bringing the Abstract into Focus: Applications of Behavioral Theory Through Text ConnectionsL. Lapeyrouse
537 – "Coursesourcing" a Text: Peer Review and Collaborative Writing…M. Crawford, F. Doci*, D. Johnston
544 – Challenging the “Three Peer-Reviewed Articles” Assignment…E. Spunaugle
Conference
Archives
 Updated Conference Program Available

This revised program has been updated to reflect "first authorship" as listed in the proposals. 
Only names of those registered are included in the program. 

Conference Photo Gallery

View the slideshow below, or visit the album on our Facebook page.


Keynote Addresses

"The Learning Paradigm College," John Tagg
 Watch the full keynote presentation.

View his presentation slides
Are our undergraduate colleges achieving what they want to achieve? Are we as educators doing what we say we want to do? John Tagg argues that colleges and universities as organizations are working against many of the deeply-held goals of most educators. He will discuss how we can change the organizational paradigm governing the way our institutions work in order to make student learning the centerpiece of higher education, to align what we do with what we say we want to do. See John Tagg's conference biography.

"MetaLearning: Growing Self-Directed Learners," Stephen Carroll
 Watch the full keynote presentation.

View his 
presentation slidesreferences, along with the learning activities he uses: 
Teaching students what learning is, how it works, and what kinds of strategies are best in different situations helps them learn more effectively and efficiently, enhancing their motivation, performance and success. This session will draw on current research in cognitive science, physiology of learning and neuro-psychology to build a six-phase model for teaching students how to learn that measurably accelerates students’ progress toward these goals—simultaneously enhancing faculty performance. You will leave with resources and strategies to facilitate metalearning and an assessment instrument to help prove that it works. See Stephen Carroll's conference biography.

Wednesday, May 14 
 
Concurrent Sessions: 10:15 - 11:30 a.m.

Click on the conference session titles below to access their presentation contents.
Session TitlePresenter
302 – Building an Instructional Technology Toolkit: Integrating Teaching and Learning Tools to Empower All Learners
See the handout.            View the recording.
Amanda Nichols Hess
326 – More than Just a Game: The Ups and Downs of Implementing Collaborative LearningAnne Schoening et al.
323 – What Is Your Framework for Program Evaluation?Misa Mi
10:15 - 10:50 a.m.
301 – “Sencerizing” a Biology Capstone CourseFay Hansen
334 – Graduate Students as Mentors to Enhance Undergraduate PerformanceKevin Miles
296 – Using Student Technology for Purposeful Formative Assessment Data Collection and Storage
View the recording.
Kevin Hankinson
10:55 - 11:30 a.m.
255 – Implementation and Assessment of Teaching Methodology
View the recording.
Jacqueline Stagner
275 – Mentors in an Undergraduate Psychology Course: A Comparison of Student Experience and Engagement
View the recording.
Martene Clayton - Sementilli et al.
297 – An Interdisciplinary Partnership from Student and Faculty Perspectives: Film and Law for Clinical Learning
View the recording.
Ian Boufford, Kim Nelson, Gemma Smyth

Concurrent Sessions: 2:00 - 3:15 p.m.

Session TitlePresenter                        
305 – The Will to Empowerment: A Nietzschean Approach to LearningMichael Potter
261 – The Role of Problem-Based Learning in Empowering Student Learning:
Two Student Example
Greg Allar, Rebecca Cheezum
313 - “Conducting Research Using Our Own Children, Ahem,
I Mean, Our Own Students, as Participants”
View the recording.
Pierre Boulos, Suzanne McMurphy
2:00 - 2:35 p.m. 
271 – A Likely Pair: Engaging Technologies and Student Achievement
See the handout.
View the recording.
A'Kena LongBenton
279 – Prompting Positive Learning: Insights Gained by Empowering
Students and Peer Mentors Using an Experiential Learning Pedagogy
Judy Bornais, Debbie Rickeard
304 – Game-Based Learning and Student Retention in the First-Year Writing ClassroomSheryl Ruszkiewicz
2:40 - 3:15 p.m.
278 – We Learn So You Learn: Peer Observation to Improve

David Andrews 
Classroom Teaching
View the recording.
Judy Bornais, Jess Dixon 
272 – Turnitin on Trial: Advantages, Disadvantages, and Alternative Options
View the recording.
John Cappucci
300 – Using Virtual Worlds to Build Students’ Professional ProficiencyWilliam Eastwood

Poster Session: 3:30 - 5:00 p.m. 
 Traditional Poster Presentations Presenter
256 – Plagiarism Education: Engagement, Awareness, and KnowledgeJulia Colella
262 – It Is Only Risky if I Don’t Truly Believe That I Will SucceedJoan Craig 
264 – Normalizing Mental Health Issues: A Path to Student EmpowermentTamal Kissoon, Kaitlin Schilling, Shelagh Towson
266 – SEGATA: Graduate and Teaching Assistant Evaluation ProcessHoda Eiliat
268 – Night People Operating in a Morning-Oriented World: Recommendations for Accommodating Students’ Natural Tendencies in Academic SettingsJoan Craig, Kathryn Lafreniere, Ashlyne O'Neil
269 – Undergraduate Student Attitudes and Study Behavior: The Relationship Between Academic Entitlement and Self-Regulated LearningDennis Jackson, Chelsea McLellan
270 – Applying a Virtual Experience to Complement First Year Undergraduate Biology Teaching LabsDora Cavallo-Medved, Hussein Hammoud, Marisa Market 
277 – Canadian-Arab High School Students’ Perceptions of Their Schooling ExperiencesNesreen El Kord 
287 – University Students’ Intentions to Seek Help in Stressful Situations  Kenneth Cramer, Jordynne Ropat 
 293 – A Case Study: The Effect of Strikes on Students at the University of WindsorHoris Mansuri, Andre Miglietta, Stephanie Shaw   
298 – Applying Best Teaching Practices and Learning Theory to Training
Student Volunteers in Peer Counseling
Sobia Ali-Faisal, Courtney Williston 
308 – Teaching Culture Indicators: Valuing and Enhancing Quality Teaching in Higher Education  Samantha Burton et al.   
310 – The Effect of Developing Writing Skills on the Student's Learning Performance and Cognitive
Competence during Adolescence Stages of Development
Sumar Ghizan 
322 – What Is the Research Evidence about Learning? Can We Apply It to Improve Our Teaching?Misa Mi 
325 – Instructional Design to Develop Motivated Learners Misa Mi 
333 – Creating Your Own Destiny: Student-Generated Practice ExamsMary Bee

Instructional Fair Posters  Presenter                                     
 282 – Fostering Online Reflection and Collaboration—the Wiki WayStephen Loftus
 295 – Peer Reviews in the Classroom: Enhancing Student LearningJulia Colella, Orrin-Porter Morrison
 303 – "Tweet Tweet In and Out"Tranum Kau
307 – Using Simulation to Teach Leadership Competencies in Delivering Safe Patient Care in Nursing Education Claudia Grobbel
 311 – A Modern Approach to Education for At-Risk YouthKristy McLean
 315 – Pedagogical Strategies to Empower Students to LearnBarbara Penprase, Lynda Poly-Droulard 

Thursday, May 15

Concurrent Sessions: 9:30 - 10:45 a.m.

 Session Title Presenter                        
294 – Teaching With Your Mouth Shut: Fostering Active Engagement Across the DisciplinesAllyson Skene 
309 – CHARM: Blending TPSR and Arts-Based Education with Underserved Youth in a Service Learning Pedagogy
CANCELLED
Maureen Connolly, Julian Petrachenko
 9:30 - 10:05 a.m.
336 – Let’s Talk: Establishing Connections with Students in Just 15 Minutes
View the recording.
Laila Guessous
260 – Does Source of Data Used in Problem Solving Have Any Impact in Student
Learning Experience in an Introductory Statistics Class?
Fazle Baki, Fouzia Baki
292 – “I’m Going to Be an Author?” Writing Instruction Using Project-Based Learning
View the recording.
Heather Greene, Randy Hamelin
257 – Engaging in Communities of Practice: Supplementing Community-Based Service
Learning with Online Reflection in a Peer Tutoring Course
Dana Driscoll, Marshall Kitchens
 10:10 - 10:45 a.m.
331 – Agency and Engagement in the College Classroom: Are Instructors or Students Primarily Responsible for Motivation?Dennis Bozyk, Stewart Wood
283 – Action Research, Self Study and Scholarship of Teaching as Tools for Faculty Development and Program Improvement
View the recording.
C. Suzanne Klein
280 – Rhetorical Reading as a Tool for Student Learning Empowerment
See the handout.
View the recording.
Margaret Liddle
290 – Bridging Teaching and Research Through Undergraduate ResearchBeverly Hamilton et al.

Concurrent Sessions: 11:00 a.m. - 12:15 p.m.

 Session TitlePresenter                         
286 – Story It! Enabling Learning Transfer to Practice
See the handout and references.
Debra Smith
276 – Using Jazz Improvisation Concepts in Your ClassroomJenine Brown, Miles Brown
289 – Clear Space for Learning: Redesigning an Online First-Year Writing CourseLaura Gabrion et al.
 11:00 - 11:35 a.m.
312 – Digital Technology in the Humanities Classroom: New Opportunities for Active LearningKatie Greer
253 – Empowering Student Service LearningSuzanne Spencer-Wood
274 – Multimodal Instructional Design to Support the Development of Health Coaching
Skills and Self Efficacy in Physical Therapy Students
 
View the recording.
Beth Black, Jennifer Lucarelli
 11:40 a.m. - 12:15 p.m.
267 – The Academic Library and Online Learning: Empowering Students through
Flexibility, Customizability and Convenience
Amanda Nicols Hess
281 – Applying the Model of Mastery Learning to Teaching Writing
View the recording.
Adina Schneeweis
285 – A Portrait of At-Risk University Learners: Exploring Belief Systems,
Personality Type and Emotional Intelligence in Relation to Two Students' Academic Progress
Andrea Prier, Geri Salinitri

Concurrent Sessions: 2:30 - 3:45 p.m.

 Session TitlePresenter                   
299 – Transforming a Health Science Course Curriculum with Socioscientific Issues
View the recording.
Jennifer Eastwood, Mary Craig
 2:30 - 3:05 p.m.
317 – Pre-service Teacher Learning through Cultural SubmersionSherie Williams
254 – Skills Will Set Them Free: Learning Research + Tech = Better LivesKieran Mathieson  
265 – Foundations for How to Learn: Development of Online Learning Modules
View the recording.
Kenneth Cramer, Lisa Plant
259 – Who Is Generation Z? Preparing for Our Newest Generation of Medical Students
View the recording.
Mary Dereski, Tudor Moldovan, Michael Rezaee
 3:10 - 3:45 p.m.
327 – Opportunities to Empower Students through General Education Curriculum: Results of the OU General Education SurveyCassandra Barragan  
252 – Learning by (Others') Doing: Community Service Learning in Large ClassesKelly Anthony
320 – Mentoring and Academic Resilience: Academic Progress in a Predominantly White Institution as a Historically Marginalized StudentCaryn Reed Hendon
291 – On Art and Science: An Epistemic Approach to Curriculum Design for the Integrating Social Science and Clinical Medicine 
View the recording.
Jason Wasserman, Ernest Krug