Tuesday, May 3, & Wednesday, May 4, 2022

Conference for Advancing Evidence-Based Learning

Session Details

All of this year’s conference sessions were held virtually. Participants had the opportunity to engage in a variety of formats, including:

Presentation (synchronous)

A presentation gives attendees the opportunity to learn about a presenter’s research question and findings, or educational innovation and the research that informs it (20 minutes). Each presentation includes time for discussion and Q&A (10 minutes).

Workshop (synchronous)

A workshop (60 minutes) gives attendees the opportunity to learn about an educational innovation and the theory, research, or other evidence that informs it. Attendees will engage with the facilitator in reflection and application activities as they consider adapting this innovation in their own contexts.

Roundtable (synchronous)

A roundtable (60 minutes) gives attendees the opportunity to engage with facilitators around an educational innovation or research in early stages of development, and exchange feedback on the topic. Attendees will engage with facilitators to explore the potential of this innovation, both in general and in their own contexts. While proposals from individual presenters are welcome, we encourage proposals from multiple facilitators who represent diverse roles and perspectives.

Virtual Poster Tour (asynchronous)

A poster gives attendees the opportunity to explore a colleague’s research question and findings, or educational innovation and the research that informs it. Posters may be accompanied by audio, video, or other artifacts to deepen attendees’ understanding and share artifacts for others to use. Each poster will have its own discussion thread in SharePoint to encourage asynchronous conversation.

All times are displayed in Eastern Daylight Time. The Virtual Poster Tour is accessible asynchronously on the conference SharePoint site.

Tuesday, May 3, 2022

Concurrent Sessions (1:30-2:30 PM ET)

Abstract
The subject of equity in education predates the pandemic. Institutions are striving for equitable curriculum design and assessment practices that are transparent, transformative, and a place of inclusive and informed dialogue. However, embedding equity in teaching and learning practices will require the institutions and the practitioners to partake in a self-reflective journey to examine institutional practices, policies, and culture in the context of power, positionality, agency, and voice for all stakeholders (including faculty, parents, students, society). This session will share some practices explored by the college, including challenges and lessons learned from both a faculty and an administrative perspective. Participants will have the opportunity to collectively explore how to best move the practices forward at the institution, program, and course levels and leverage the momentum of urgency that we have today.


Presenters
Mamta Saxena
Assistant Dean
Academic Quality and Assessment
College of Professional Studies

Fiona Creed
Associate Teaching Professor
Global Studies and International Relations
College of Professional Studies

Abstract
Join the facilitators of the Service-Learning Fellows Program in a roundtable discussion around identifying and defining the “who,” “why,” and “how” of community-engaged teaching and research (CETR). This session will feature former Service-Learning Fellows and consider how participation in the Fellows program has impacted the ways in which they consider community in their teaching and research. It will also explore how (and if) community-engaged teaching and research can be a pathway toward equity and social justice, offering the opportunity for participants to decide if the program or CETR may be a good fit for their developing their goals at the intersection of their area of study/experience/expertise and community-driven projects.
Presenters
Chelsea Lauder
Program Manager
Community-Engaged Teaching and ResearchBecca Berkey
Director
Community-Engaged Teaching and ResearchMary English
Associate Director
Center for Advancing Teaching and Learning Through Research

Edna Pressler
Associate Director
Center for Advancing Teaching and Learning Through Research

Laurie Edwards
Teaching Professor
Writing Program, English
College of Social Sciences and Humanities

Rebecca Riccio
Juffali Family Director
Social Impact Lab
College of Social Sciences and Humanities

Lucy Bunning
Associate Teaching Professor
NU Global
College of Professional Studies

Stephenie Hou
Intergenerational Program Manager
Little Brothers – Friends of the Elderly

Teresa Yao
Digital Dividends Program Manager
Little Brothers – Friends of the Elderly

Abstract
The Center for Advancing Teaching and Learning Through Research (CATLR)’s Teaching Inquiry Fellows (TIF) program provides opportunities for Northeastern educators to explore educational equity and inclusion, examine their assumptions about teaching and learning, and develop a practice of scholarly teaching through critical reflection and discourse in a community-minded setting. Participants in this roundtable will hear from three recent fellows about the ways in which they have brought elements of the TIF program into their practice to support, structure, and bridge reflection and teaching. Discussion topics will include the nature of community and belonging in teaching and learning settings, the role of identity and safe spaces in teacher and learner development, and the value of reflective practice in education.

Presenters
Wendy Crocker
Associate Teaching Professor
Graduate School of Education
College of Professional Studies

Ilka Kostka
Associate Teaching Professor
NU Global Programs
College of Professional Studies

Tova Sanders
Associate Teaching Professor
Graduate School of Education
College of Professional Studies

Rachel Plews
Associate Director
Center for Advancing Teaching and Learning Through Research

Suzanne Horwitz
Research and Data Analyst
Center for Advancing Teaching and Learning Through Research

Nick Wilson
Associate Director
Center for Advancing Teaching and Learning Through Research

Abstract
Across the university, Northeastern faculty are considering means to create inclusive learning environments. The goal of this roundtable is twofold: (1) to share best practices for integrating diversity, equity, and inclusion (DEI) activities and resources into co-op classes and to consider how these resources could be applicable to other disciplines; and (2) to discuss innovative methods for integrating visual art activities into curriculum, as one way to cultivate an inclusive learning environment for students. We will examine and seek feedback from colleagues on how these two topics can be drawn upon to build inclusive classrooms and to ensure that students are well-informed about DEI issues as they enter the workforce. A related goal is exploration of best practices for having students explore their own positionality as it relates to employment and specifically a co-op job search and raise awareness of equity issues in their future workplaces.

Presenters
Kristina Hals
Assistant Co-op Coordinator
College of Engineering

Michelle Zaff
Associate Co-op Coordinator
College of Social Sciences and Humanities

Jen Guillemin
Senior Co-op Coordinator
College of Arts, Media and Design

Concurrent Sessions (2:45-3:15 PM ET)

Abstract
Northeastern’s academic core, known as NUpath, is designed to develop in our students the broad knowledge, intellectual creativity, and multi-faceted skills that prepare them to be engaged global citizens and leaders, successful professionals, and lifelong learners. Students meet the NUpath requirements through courses that allow students to meet specific learning goals of the 8 NUpath attributes. How do we know that students are meeting the learning goals of the NUpath attributes? This session describes the Northeastern NUpath assessment strategy that reframes the question by asking, “Do the NUpath courses have assignments that can be used to measure student performance on the learning goals?” This assessment process and the first two years of data and action plans will be presented. The advantages and disadvantages of this strategy as a meaningful and manageable first step at examining our core curriculum will be discussed, and next steps considered.

Presenters
Maureen O’Shea
Director of Institutional Assessment and Evaluation
Office of the Provost

Liam Monahan
Graduate Student
Public Administration
College of Social Sciences and Humanities
Assessment Data Analyst
Institutional Assessment and Evaluation
Office of the Provost

Abstract
This presentation will share the theoretical framework and process used in developing an online module for NU Global part-time lecturers, aimed at helping them create more inclusive classroom environments. Part-time lecturers comprise a large portion of the university community and often have the most contact with students. They are well-positioned to help mitigate the harm that students can feel in the classroom when they feel their ways of knowing, being, and feeling are not respected (Cook-Sather et al., 2021). The online module examines the concepts of “harm” and “hot moments” that may take even the most aware and sensitive teachers by surprise. The module is intended to help part-time lecturers develop the skills and strategies needed to mitigate harm and support diversity, equity, inclusion, and justice in the classroom. The presentation will include a demo of the module.

Presenter
Jacquelyn Kay Bertman
Learning Experience Designer
Experiential Digital Global Education

Abstract
The librarian for the Graduate School of Education identified a need for research-skills instruction for incoming doctoral students—a need that was not being met by the librarian’s current webinar and tutorial offerings. Although the doctoral program was asynchronous, the librarian approached faculty about the idea of offering live, online workshops using active learning principles to teach essential library research skills; thus the Searching Fundamentals workshops were born. This presentation will discuss the research and personal experiences that informed the decision to pivot to live workshops, how the workshops have been received by students, and how instructors across contexts could incorporate synchronous learning opportunities for their own students to foster greater equity and community.

Presenter
Lindley Homol
Manager of Global Campus Engagement and Online Learning
University Library

Abstract
Our work with graduate students around the globe is fueled by connection and community building in online learning settings. In their day-to-day efforts, as adult learners, our students strive to balance demands in organizational settings, life, and graduate studies. With very little time for excess or opaque communication and circuitous navigation in asynchronous learning management systems, a central goal of our work as instructors is to make content, assignments, and engagement as transparent as possible. This establishes an accessible space for every learner in our courses and offers a greater sense of community in coursework designed to be asynchronous but heavily reliant upon human, relational topics of study. Implementing a series of consistent, reliable supports for our learners includes team-based instructor-to-instructor collaboration, synchronous conversations, recordings, predictable communication, and structural course shell consistency that hold great promise for online teaching and learning. Join us to learn more!

Presenters
Melissa Parenti
Assistant Teaching Professor
Graduate School of Education
College of Professional Studies

Cherese Childers-McKee
Assistant Teaching Professor
Graduate School of Education
College of Professional Studies

Kim Nolan
Associate Teaching Professor
Graduate School of Education
College of Professional Studies

Afi Wiggins
Assistant Teaching Professor
Graduate School of Education
College of Professional Studies

Concurrent Sessions (3:30-4:00 PM ET)

Abstract
The Northeastern Multilingual Writers Research Study is a multi-year project designed to understand the needs of multilingual writers. In 2020-2021, the NU writing program undertook a mixed-method study to explore multilingual students’ linguistic identities, confidence levels, and language practices across academic and social contexts. Data were correlated with outcomes data from advanced writing courses (AWD). Using scoring data of student writing as well as survey and interview data, we found that scoring results were not related to students’ linguistic identities, rather familiarity with U.S. curricula. Our findings suggest students’ high school backgrounds play a statistically significant role in their identification as multilingual writers (p<.001), their language usage across contexts (p<.001), their confidence levels (p<.001), as well as writing outcomes. This study highlights the importance of understanding students’ educational backgrounds in interpreting outcomes assessment data and the need to take a holistic approach to college-level multilingual students’ identities and languaging experiences.

Presenters
Mya Poe
Associate Professor
English
College of Social Sciences and Humanities

Qianqian Zhang-Wu
Assistant Professor and Director of Multilingual Writing
English
College of Social Sciences and Humanities

Abstract
The Instructional Design Group (IDG) at the D’Amore-McKim School of Business recognizes all valued members of the institutional community and seeks to include more part-time faculty in evidence-based decision-making for faculty/staff development, instructional design services, and academic technology support. The IDG partners with part-time faculty to deliver engaging digital learning experiences, to showcase exemplary teaching and learning with technology, and to build a system of communication, feedback, and rapport. This presentation will showcase the IDG’s operational model, and part-time D’Amore-McKim faculty will share their engagement experiences. Our hope is that this operational model can serve as a blueprint for other institutional stakeholders and be applied across disciplines and contexts to better build community and equity of services and support.

Presenters
Jacob Cragg
Director of Instructional Design and Technology
Instructional Design Group
D’Amore-McKim School of Business

Gabby Bacha
Learning Experience Designer
Instructional Design Group
D’Amore-McKim School of Business

Barbara Barsch
Faculty Training and Development Associate
Instructional Design Group
D’Amore-McKim School of Business

Rachel Stewart
Part-time Lecturer
Marketing
D’Amore-McKim School of Business

Cathy Merlo
MBA Career Program Manager
Graduate Career Center
D’Amore-McKim School of Business

Abstract
We explore how to integrate mindfulness and improv practices with traditional analytical approaches, in a course on participatory modeling for collaborative decision-making to address complex problems. These techniques are meant to help students develop the skills to handle the uncertainty of community-engaged modeling processes in an ethical and empathic manner. The project is informed by literature on the impact of mindfulness and improv on cultivating compassionate and respectful relationships and creativity and on the effectiveness of collaborative modeling and facilitation, and the author’s own experience as a researcher and practitioner in this space. Participatory modeling scholarship started to coalesce in the last 5 years, but not much of it is dedicated to pedagogical aspects. This study seeks to provide examples of mindfulness and improv activities to incorporate in a range of courses aiming for real-world impact, and the rationale for doing so.

Presenters
Moira Zellner
Professor and Director of Participatory Modeling and Data Science
School Of Public Policy and Urban Affairs
College of Social Sciences and Humanities

Sebastian Ruf
Experiential AI Postdoctoral Research Fellow
Civil and Environmental Engineering
College of Engineering

Abstract
This presentation examines the use of a “Read One, Share One” library as a demonstration of inclusive pedagogy in a required online doctoral course in the Graduate School of Education. The popular app Padlet enabled the students and the instructor to populate “shelves” with texts that explored a range of topics in social justice, thereby giving voice and agency to students as members of the learning community. Anecdotal comments, and results from an anonymous student survey during the Fall 2021 pilot, indicate that the use of the library served to both welcome diverse perspectives and identities in the text choice(s) as well as support feelings of inclusion and belonging within the 30-person course.

Presenter
Wendy Crocker
Associate Teaching Professor
Graduate School of Education
College of Professional Studies

Wednesday, May 4, 2022

Concurrent Sessions (12:00-12:30 PM ET)

Abstract
Two years after the beginning of the SARS-CoV-2 pandemic and after multiple vaccine approvals, there are still important scientific, ethical, logistic, and global problems that are unresolved. To address significant SARS-CoV-2 problems from a global perspective, I developed a “SARS-CoV-2 Global Summit” team-based activity that could easily be adapted for science, ethics, political, or business courses. This Summit has resulted in a dynamic and consistently positive student experience; I am currently deploying the Summit for the fourth time and have received consistent positive TRACE evaluations regarding the activity. In the mock World Health Organization activity, students are placed into teams and assigned specific roles in designated countries. The focus of the Summit is to develop global solutions to the following problems: (1) improving strategies to mitigate the spread of SARS-CoV-2, (2) the development of effective treatments and vaccines, (3) addressing health and economic disparities, and (4) future pandemic preparedness.

Presenter
Lara Scheherazade Milane
Assistant Teaching Professor
Pharmaceutical Sciences
Bouvé College of Health Sciences

Abstract
Based on several years of instructing hybrid and online courses, the presenter focuses on a video project driven by a few questions: How effective is engaging online learners with pre-recorded, asynchronous videos interviews of industry experts? How can the needs of geographically diverse students be supported through videos? How can a shift from students as passive audiences to ones who generate and share their own professional products impact the overall course learning? The theoretical framework used is Bloom’s Taxonomy, where videos are a part of the overall student pre-, during-, and post-resource learning and demonstration of understanding. Objects of analysis include reflection as well as a survey of students who took part in courses without and later with the generating of a product for other students to view. The presenter’s main takeaways are that these videos add great value to learning and engagement, which can help build community and equity.

Presenter
Darin Detwiler
Associate Professor, Food Policy
Assistant Dean of Academic and Faculty Affairs
College of Professional Studies

Abstract
University educators establish partnerships for a variety of reasons. For example, instructors may be seeking to enhance the learning experience for students or build a community engagement program. Whatever the motivation, research is still developing around how we build sustainable and successful collaborative partnerships for these educational purposes. This presentation will provide recommendations around why and how to partner, informed by a multiple case study of a school-university-industry partnership program and an in-progress systematic literature review of industry-university educational partnerships. Additionally, insights from the presenter’s practical experiences engaging in partnership work will inform the discussion. Although the focus of these partnerships is engineering education, this presentation will have relevant information for partnering across contexts. An open-access, evidence-based reflective tool for collaborating across organizations will be shared.

Presenter
Andrew Gillen
Assistant Teaching Professor
First Year Engineering, Civil and Environmental Engineering
College of Engineering

Abstract
With the goal of fostering transformative, socially responsible global study, the Global Experience Office designed an interdisciplinary global learning course for first-year pathway program students. The course helped learners engage meaningfully with host communities while developing and applying critical frameworks of global citizenship. Kathryn Sorrells’s Intercultural Praxis Model (2016) offered a path from inquiry to ethical action. Students deepened their awareness of their identities and relationships to global issues through observation and reflection. Working in teams, they researched and evaluated local manifestations of complex global issues. Adding facilitated, scaffolded learning opportunities to existing experiences can help students to understand their shifting, contextual, and multidimensional identities within the places where they live and study, while providing the opportunity to practice working across differences at multiple registers. Multidisciplinary global learning and intercultural praxis encourage students to grapple with power and privilege and foster a community-oriented connection between the local and the global.

Presenters
Molly Giblin
Associate Director of Academic Integration and Global Learning
Global Experience Office

Bryan McAllister-Grande
Director of Academic Integration and Planning
Global Experience Office

Concurrent Sessions (12:45-1:45 PM ET)

Abstract
Language can be an important building block in creating “a globally networked ecosystem for research, innovation, and entrepreneurship” (“Academic Plan: Northeastern 2025”). It also plays a crucial role in promoting the University’s stated social justice and diversity and inclusion goal of creating “a campus in which all students are recognized, respected, and encouraged as capable learners within the classroom and beyond” (“Academic Plan: Northeastern 2025”). How can we integrate language learning into classes of different disciplines in order to offer undergraduate students the chance to take classes of various disciplines in their target language? The question is situated in the Cultures and Languages Across the Curriculum (CLAC) framework, a concept to include other languages and cultures in content area studies, in order to provide access to knowledge, skills, and cognition that are not available by any other means.

Presenters
Hua Dong
Senior Academic Specialist
World Languages Center
College of Social Sciences and Humanities

Jiangyuan (JY) Zhou
Director and Senior International Officer
Office of Global Engagement
Stockton University

Alan West-Duran
Professor
Cultures, Societies, and Global Studies
College of Social Sciences and Humanities

Abstract
As part of the Global ConnEXions program for incoming and early-decision students, Northeastern developed and implemented a set of innovative online, asynchronous “global challenge” project-based courses grounded in complex, interdisciplinary problems. The courses–which were designed to foster student skills in teamwork, self-directed learning, complex problem solving, and inclusivity–have now run four times with highly positive outcomes. The success of this program begs the question of how this and other innovative course models can be scaled up to meet the needs of students throughout our global university community. This is a challenge, given that the effectiveness of these courses hinges on instructors and course developers with expertise in online project-based learning (PBL). We invite you to join course designers, facilitators, and administrators in conversation to help answer the driving question: How can we scale up the online PBL course model and other innovative course models throughout Northeastern?

Presenters
Oliver Ayers
Associate Professor
Modern History

Helen Cheng
PhD Student, ‘25
Marine and Environmental Sciences
College of Science

Mary English
Associate Director
Center for Advancing Teaching and Learning Through Research

Rachel Plews
Associate Director
Center for Advancing Teaching and Learning Through Research

Luke Scalone
PhD Student, ‘22
World History
College of Social Sciences and Humanities

Katherine Simeon
Senior Assistant Director
Center for Advancing Teaching and Learning Through Research

Heather Streets-Salter
Professor, History
Associate Vice-Chancellor
Global ConnEXions
College of Social Sciences and Humanities

Abstract
Building on their session from the Conference for Advancing Evidence-Based Learning (CAEBL) in 2021 (Toward an Ecosystem of Ethical Community-Engaged Teaching, Learning, and Research: A Collaborative Framework) and the program from this year’s Publicly Engaged Scholar-in-Residence (featuring Dr. Tania D. Mitchell), the workshop facilitators will introduce participants to the working draft of the Principles of Anti-Oppressive Community Engagement for University Educators as a tool they can use in multiple facets of community-engaged work. A series of exercises will allow participants to identify opportunities and techniques for applying the principles in various contexts (e.g., syllabi/course curriculum, broader impacts of a research proposal, partner relationships). Together, participants and facilitators will continue work begun with Dr. Mitchell on an accountability toolkit upholding the principles in practice.

Presenters
Becca Berkey
Director
Community-Engaged Teaching and Research

Rebecca Riccio
Juffali Family Director
Social Impact Lab
College of Social Sciences and Humanities

Giordana Mecagni
Head of Special Collections and University Archivist
University Library

Abstract
The COVID pandemic forced Northeastern to pivot to virtual in Spring 2020 and spurred the innovations around NUFlex and hybrid teaching that were implemented in Fall 2020. However, for many courses and topics, the built-in NUflex technology and hybrid learning methods are insufficient to create the ideal pedagogical experience for both students and instructors. Extended reality (XR) technologies such as augmented, mixed, and virtual reality can be leveraged to make skills-based learning experiences more dynamic and immersive. We have developed best practices and pilots that blend XR technologies, specifically mixed reality, with course activities to improve asynchronous, hybrid, and remote teaching. We have collected student reflections, work samples, and survey data to assess the pilots. We hope that these technologies can be scaled into other courses in the future.

Presenters
Mark Sivak
Associate Teaching Professor
Art + Design, Center for Design
College of Arts, Media and Design

Jamal Thorne
Associate Teaching Professor
Art + Design
College of Arts, Media and Design

Concurrent Sessions (2:00-2:30 PM ET)

Abstract
I ask the question: What kinds of writing projects help students cultivate an awareness of what it means to care? I share the results of a qualitative analysis of students’ end-of-term writing projects over a period of two semesters. For these end-of-term projects, I asked students to reflect upon the ways that the choices they made in their work on three previous projects related to the concept of caring. Research suggests that choice is a critical element to creating an autonomy-supportive environment (Patall et al., 2008, 2010). Because students, in their reflections, are making their own choices when it comes to finding their own focuses and prioritizing their own learning, these kinds of end-of-term projects avoid setting up standards in which students’ personal conditions might interfere with their potential of academic successes. Instructors across disciples and colleges can adapt this kind of choice-based reflection project for their courses.

Presenter
Bret Keeling
Teaching Professor
English
College of Social Sciences and Humanities

Abstract
The authors have considerable experience working in industry, but there are some lessons we wish we had learned before we went to industry after school. We have been running a course at Khoury College in Seattle, where students learn these lessons by working as a group with a real client to develop and deploy an integrated system that solves a real-world problem with significant artificial intelligence and database components. This is a form of experiential learning, working on a real client problem in a classroom with guidance from instructors. In this talk, we present details about this course and discuss lessons learned. For example, we plan several versions of the project before each semester when we do not yet know the number and skill sets of students likely to register. Then, working with the students who register, we choose the most optimal and equitable option.

Presenters
Raman Chandrasekar
Clinical Professor
Computer Science
Khoury College of Computer Sciences

Ian Gorton
Professor of the Practice, Computer Science
Director, Computer Science Programs
Khoury College of Computer Sciences

Nick Dimitrov
Founder and CEO
Koalanda LLC

Abstract
This session shows the benefits that service-learning can have on a course, students, the community, the community partner, and Northeastern University. Mostly focusing on transformational relationships, the presenter will provide a case study using the Engineering Project Management course on how service-learning was integrated into the course. Discussions will include the integration process (including any difficulties), the impact the relationship has on all parties, and possible ways to expand the relationships across the university. Special attention will focus on course projects pertaining to some element of diversity, equity, and inclusion (DEI), such as diversity awareness.

Presenters

John Bleakney
Associate Teaching Professor
Mechanical and Industrial Engineering
College of Engineering

Chelsea Lauder
Program Manager
Community-Engaged Teaching and Research

Lyndon Anthony Dmello
Graduate Student, ‘22
Engineering Management
College of Engineering

Abstract
The Student Support Initiative (SSI) is part of the Education Innovation division within the Chancellor’s Office and is innovating the Northeastern University first-year student support system through technological intervention and mentorship. Launched in July of 2021, the SSI pairs incoming first-year students with trained second-year students (and above), called Student Success Guides, via the MentorHub NU app. Using MentorHub NU, Student Success Guides support students in quickly addressing common questions and successfully engaging needed resources, which ensures time spent with advisors, faculty, and staff is focused on topics related to their specific expertise. The role of a Student Support Guide is to provide support for learners and hold learners accountable to their support plan and goals, which is called supportive accountability. Learn about the inaugural year of the program and how key concepts such as mentorship and supportive accountability can be applied to the work of all educators.

Presenters
Devin Smith
Associate Director for Student Success
Student Support Initiative

Van Wong
Associate Director for Student Success
Student Support Initiative

Concurrent Sessions (2:45-3:45 PM ET)

Abstract
Flexibly adapting to an evolving educational landscape, while meeting student and community needs, opened a world of possibilities. We learned over the past two years that the incorporation of authentic assignments and community engaged experiences can be achieved with diverse and creative approaches. We incorporate service-learning, a high impact practice that engages students in authentic experiences that integrate course learning objectives with the goals of community partners, into introductory, intermediate, and capstone courses. Previously, our students engaged directly with the community, typically by physically entering into Boston-area communities and interacting with children or elders in partnership with community organizations. The pandemic, and the resulting pivot to remote/hybrid interaction, catalyzed the adaptation of our approach, expectations, and modes of community engagement. Lessons learned may help us to continually adapt our practice to maximally engage students as co-creators of authentic learning experiences and to address barriers of mutually beneficial community engagement.

Presenters
Gail Begley
Teaching Professor and Associate Chair
Biology
College of Science

Missy McElligott
Associate Teaching Professor and Director of Undergraduate Studies
Biology
College of Science

Javier Apfeld
Assistant Professor
Biology
College of Science

Abstract

Join the Center for Advancing Teaching and Learning Through Research (CATLR)’s 2021 Teaching and Learning Scholars to hear how they systematically pursued their questions about teaching and learning: 

  • Amy Lantinga (CPS Foundation Year): How does peer feedback influence students’ sense of value and classroom community?
  • Enrique Moreno (Physics): What intuitive or naïve concepts do students draw on when describing a physics phenomenon?

In this lively roundtable, the Scholars will share their curiosities, the process they used to identify existing data pertinent to their questions, how they enhanced their students’ learning experiences to gather richer evidence, and what they discovered along the way. There will also be an opportunity for you to consider your own curiosities about your students’ learning and how the Scholars’ work might help illuminate your questions.

Presenters
Amy Lantinga
Teaching Professor
Foundation Year
College of Professional Studies

Enrique Moreno
Associate Teaching Professor
Physics
College of Science

Gail Matthews-DeNatale
Senior Associate Director
Center for Advancing Teaching and Learning Through Research

Katherine Simeon
Senior Assistant Director
Center for Advancing Teaching and Learning Through Research

Laurie Poklop
Senior Associate Director
Center for Advancing Teaching and Learning Through Research

Abstract
Becoming an anti-racist is a process of lifelong learning. A small community of faculty, staff, and students engaged with not only readings but activities that provided a deep dive into anti-racist practice. This workshop is for those who want to learn how they too can (a) gain confidence talking about race, (b) frame dialogue with open, honest questions, (c) practice what to do or say when called out or called in, or (d) reflect consistently on your contexts for action. Together we will explore how to co-create psychological safety, bravery, and belonging, regardless of status.


Presenters
Melissa Berry Pearson
Associate Teaching Professor
English
College of Social Sciences and Humanities

Roben Torosyan
Senior Associate Director
Center for Advancing Teaching and Learning Through Research

Asynchronous

Virtual Poster Tour

To view the Virtual Poster Tour, check out the CAEBL SharePoint page during the conference and after.

Abstract
It can be challenging to engage students in class activities. Sometimes those challenges arise because of behaviour issues–as soon as we address one student’s behaviour, another student needs redirection. The primary goal of this project was to study how the creation of mini-lessons can increase student engagement in a flipped, blended classroom. We used a theoretical concept of the BOPPPS lesson plan (Bridge-in, Outcomes, Pre-test, Participation, Post-test, Summary) and created videos to use instead of in-class lecturing. As a result, we conducted surveys and noticed an increased student engagement and a positive correlation between increased performance and satisfaction. The study will allow other faculty to use similar strategies within various programs to increase student engagement levels and, as a result, build a better learning community and environment.

Presenter
Michal Aibin
Visiting Associate Teaching Professor
Computer Science
Khoury College of Computer Sciences

Abstract
This study evaluates the effect of Physician Assistant (PA) program admission committee participation in the Harvard Implicit Association Test (IAT) on likelihood of interview, admission, and matriculation of underrepresented in Healthcare (URM). Methods: PA programs (4) participated in IAT prior to the 2019/2020 admissions cycle. Applicant outcome data (n=5796) was compared to the 2018/2019 cycle (n=6346). Likelihood of URM receiving interviews, offers of admission, and matriculation were evaluated using multiple logistic regression with random program level intercepts. Fully-adjusted random effects models included URM status, Year, multiplicative interaction (URM*Year), Age, and GPA. Secondary analyses examined race/ethnicity individually. Results: URM status, age, and GPA increased likelihood of all admissions outcomes (p<0.05). The intervention effect (URM*Year) was not statistically significant. In sensitivity analyses examining each individual race results did not importantly differ. Discussion: Findings suggest admission committee participation in IAT prior admissions had no significant increases in likelihood of admission of URM students.

Presenters
Jonathan Clark
Program Manager
Physician Assistant Program
Bouvé College of Health Sciences

Trent Honda
Clinical Professor and Associate Dean
School of Clinical and Rehabilitation Sciences
Bouvé College of Health Sciences

Carey Barry
Associate Clinical Professor and Department Chair
Physician Assistant Program
Bouvé College of Health Sciences

Darin Ryujin
Associate Professor
Family and Preventive Medicine
University of Utah

Abstract
Evidence-based frameworks have recognized the impact of prior knowledge on student learning: specifically, that students connect what they learn with what they know (Ambrose et al., 2010). In Interaction Design, students come in having rich, firsthand experiences with many responsive web interfaces, including those they will be asked to create in the course. The COVID Redesign project leverages students’ prior knowledge in a particular use case: the COVID Daily Wellness Check, with which they interact regularly while at Northeastern. This poster demonstrates how class-based projects that rely on familiar experiences and prior knowledge of real-world problems promote student learning (Ambrose et al., 2010) and build community within and beyond the classroom. In order to successfully complete the COVID Redesign assignment, students needed to capitalize on their prior knowledge of and real-world experiences with interaction design, Northeastern’s COVID-19 policies, and the community that would be using their designs.

Presenter
Sofie Hodara
Assistant Teaching Professor
Art + Design
College of Arts, Media and Design

Abstract
ITIL®, or the Information Technology Infrastructure Library, is a methodology employed by organizations to manage the design and delivery of technology services. Central to the latest version of ITIL® are the concepts of the service value system, representing organisational alignment with continuous improvement practices, and the service value chain, representing a model for designing, building, and delivering an individual technology service. The service value stream is a path through the model. Service-learning is a pedagogical practice wherein learners engage in community or practical projects as a part of their courses. Service-learning involves centering learning around providing services to the communities that learners engage. This project investigates how ITIL® service management methodologies can be used to deliver engaging service-learning programs. A poster will visualize the provision of two experiential learning programs in the UK as service value streams. A systematic review will explore existing literature in service-learning through this lens.

Presenters
Alex Cline
Assistant Professor
Experiential Digital Global Education

Yu-Chun Pan
Associate Professor
Experiential Digital Global Education

Abstract
Faculty in physical therapy educate students to provide patient-centered care to diverse populations of clients. Unfortunately, our faculty and students remain homogeneously white and middle class. Research supports the need for healthcare educators to develop an anti-oppressive curriculum that incorporates critical consciousness, social justice, and multicultural education. A driving question arises: “Whose voices should be included in the dialogue about curriculum restructuring and revision?” We believe the perspectives of students from equity-seeking groups are critical to include because their voices are underrepresented. Our partnership participated in a structured book discussion of Promoting Equity and Justice through Pedagogical Partnership, which underscores students’ experiences in non-inclusive classrooms. Our main findings are personal reflections regarding the benefits of discussing the book. The poster introduces participants to a theoretical framework and provides examples in each category for how modifying curricular approaches may assist educators’ efforts for building community and equity in the classroom.

Presenters
Lorna Hayward
Associate Professor
Physical Therapy
Bouvé College of Health Sciences

Heidi Cheerman
Assistant Clinical Professor
Physical Therapy
Bouvé College of Health Sciences

Isabella Addison
Doctor of Physical Therapy Student, ‘22
Physical Therapy
Bouvé College of Health Sciences

Lucy Zeng
Doctor of Physical Therapy Student
Physical Therapy
Bouvé College of Health Sciences

Abstract
Developing the skills to successfully navigate conflict in the workplace is a vital skill for students embarking on co-op experiences. In addition, developing these skills is important to create community and equity in the workplace. In this session, hear about an interactive lesson taught as part of a co-op class, which walks students through examining different conflict management styles and deciding which conflict management style is best to use in which conflicts. Before class, students take the Thomas-Kilmann Conflict Management test to discover their top conflict management styles. During class, students apply the information they learn by examining case studies they and their peers submitted. Discussing the case studies in groups, students work together to identify which conflict management style would be an appropriate option to resolve the conflict, thus supporting an equitable and community environment.

Presenter
Jackie Josselyn
Assistant Co-op Coordinator
College of Engineering

Abstract
Due to a lack of diversity, equity, and inclusion (DEI) content specifically designed for international students, a four-part intercultural DEI workshop series was created. The series was delivered to College of Engineering (COE) students to prepare them for diverse workplaces. Literature revealed a need for teaching international students about DEI as it is typically not covered in college coursework. The presenters designed the workshops after reviewing scholarly research and drawing from their first-hand experiences as educators of color. We sought feedback from students at the end of the sessions. They expressed learning new information that would be useful when entering the workplace. To further the impact of this project, the presenters contributed content to the Professional Development course for the Mechanical and Industrial Engineering Department. This presentation will help participants see an example of creating educational content by considering students’ previous knowledge, which fosters a diverse, inclusive, and equitable learning environment centering on students’ experience.

Presenters
Lucy Siying Lu
Assistant Co-op Coordinator
Mechanical and Industrial Engineering
College of Engineering

Julie Nguyen
Assistant Co-op Coordinator
Bioengineering and Chemical Engineering
College of Engineering

Abstract
The COVID-19 pandemic accelerated institutional shifts to asynchronous online, hyflex and teaching via zoom teaching methodologies. This research explores Open Pedagogy as a teaching methodology to build community, equity, and agency in student learning. This research took place at a mid-size, non-profit undergraduate institution in Massachusetts. It was a collaboration between the professor and students in an introductory Economics course. Pioneering researchers, theoretical frameworks, and data findings will be highlighted in the poster presentation. The research shows increased participation, competition of work, and outcomes resulting from the integration of Open Pedagogy in this course. The research and our deliverables will enable fellow educators to implement best practices of Open Pedagogy in their asynchronous online, hyflex, and face-to-face course formats. Additionally, Open Pedagogy builds community and equity in courses through increased student engagement, participation and agency.  

Presenters
Stephen H. Lyons
Lecturer
Communications and Digital Media
College of Professional Studies

Florencia Gabriele
Adjunct Professor
Political Science
College of Professional Studies

Abstract
The effects of mis-/disinformation on political campaigns, racial justice, and public health have been enormous. Ideologues and foreign propagandists use misinformation to drive polarization and community division. We present an interdisciplinary capstone project exploring strategies to identify mis-/disinformation–a project sponsored by the U.S. Department of State via Northeastern’s Diplomacy Lab. Our team involves educators from various programs and multiple student teams engaged in co-creation of teaching, learning, and research. Our research methods include sentiment analysis, network analysis, and application of data science tools. Students work to design an interactive dashboard to reflect different assessment strategies to identify mis-/disinformation. We hope to inspire educators in other disciplines who can learn from our case study when they approach such complex topics. This is also an effort to explore how different disciplines and alternate teaching pedagogies can build a community of scientifically guided practice that spans boundaries.

Presenters
Xiaomu Zhou
Associate Teaching Professor and Faculty and Program Lead
Informatics Master Program
College of Professional Studies

Mikhail Oet
Associate Teaching Professor and Faculty and Program Lead
Commerce and Economic Development Program
College of Professional Studies

Jennifer Counter
Lecturer
College of Professional Studies

Brandaon Smith
Lecturer
College of Professional Studies

Questions?

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