Conference for Advancing Evidence-Based Learning
All conference sessions will be held virtually. Participants will have the opportunity to engage in a variety of formats, including:
Results Presentation
Results presentations will give attendees the opportunity to learn about a presenter’s fully developed and implemented educational practice (20 minutes), followed by time for discussion and Q&A (10 minutes).
Panel
Three panel discussions will take place during the 3:00-3:45 time period. A panel moderator will guide presentation and conversation among multiple panelists discussing a multi-faceted topic.
Work-in-Progress Presentation
This lightning round presentation format will give attendees the opportunity to be inspired by presenters’ educational innovation or idea in development. Each session will include 2 10-minute presentations, followed by discussion.
Interactive Poster Session (synchronous)
Poster presenters will be available during 2 afternoon time periods for Interactive Poster Sessions, where participants can visit the poster authors to learn more about their work and exchange ideas. Participants are invited to visit the virtual posters on the conference SharePoint site before, during and after the event.
All times are displayed in Eastern Daylight Time.
Abstract:
Developments in generative artificial intelligence (AI) such as ChatGPT have begun to significantly impact teaching and learning in higher education. While these developments have stirred anxiety, we see a unique moment for critical reflection on practice and professional learning. To explore the potential of ChatGPT for English language instruction, we carried out a project in the Fall 2023 semester to engage students in discussions about ChatGPT, better understand their perceptions of it, and examine how ChatGPT can be used to enhance our teaching. In this presentation, we briefly highlight insights from current literature in teaching multilingual learners using generative AI, including benefits and challenges. We then illustrate how we engaged students in class activities that leveraged ChatGPT. We conclude with concrete strategies that faculty in a range of disciplines can implement in their courses to enhance students’ critical AI literacy skills.
Presenters:
Cristine McMartin-Miller
Teaching Professor
NU Global, Undergraduate Programs
College of Professional Studies
Ilka Kostka
Teaching Professor
NU Global, Undergraduate Programs
College of Professional Studies
Rachel Toncelli
Lecturer
NU Global, Undergraduate Programs
College of Professional Studies
Abstract:
Students from various backgrounds with little prior knowledge of computer software or hardware join Khoury College’s Align program to earn a Master’s degree in Computer Science. A set of “bridge” courses help narrow these knowledge gaps. We have observed that some knowledge of computer hardware helps students understand the how and why of software concepts. This presentation describes preliminary findings from introducing hardware activities to students in primarily software-focused courses. Each author presents their experience offering in-class hands-on projects. In Prof. Hamandi’s classes, students design digital circuits during computer architecture and systems software modules. In Prof. Miller’s classes, students construct digital circuits and explore the hardware-software interface. In Prof. Mathapathi’s classes, students write C code to realize data structures on Raspberry Pi. Survey results show that students enjoy these activities and indicate that hands-on activities helped them understand computer hardware and related software ideas.
Presenters:
Lama Hamandi
Associate Teaching Professor
Khoury College of Computer Sciences
Mark L. Miller
Part-time Lecturer
Khoury College of Computer Sciences
Shivakumar Mathapathi
Part-time Lecturer
Khoury College of Computer Sciences
Abstract:
The classroom can be a key venue for “activating hands-on, minds-on experiential learning” through a flipped course design with active learning methods. In D’Amore-McKim’s “Professional Development for Co-op” course, a one-credit class that prepares Sophomores for their first co-op experience, we piloted a flipped course design in Fall 2023 to bring experiential and active learning into the classroom to promote community-building, a more dynamic class, and opportunities for hands-on practice. As a result of this implementation, we observed mixed results in student engagement and instructor feedback and made changes for the Spring 2024 curriculum. We see traditional course design and flipped design on a spectrum you can tailor for each class session and semester, and reflect on the benefits and drawbacks of implementation in certain classroom contexts. We believe fellow educators could benefit from hearing our experience of testing out different points of this spectrum across two different semesters.
Presenters:
Eric Winter
Cooperative Education Coordinator
Cooperative Education
D’Amore-McKim School of Business
Genevieve Winn
Senior Co-op Counselor
Cooperative Education
D’Amore-McKim School of Business
Georgie Corbin
Co-op Counselor
Cooperative Education
D’Amore-McKim School of Business
Noelle Garcia
Co-op Counselor
Cooperative Education
D’Amore-McKim School of Business
Sophie Vicedomine
Data and Student Services Associate
Cooperative Education
D’Amore-McKim School of Business
Abstract:
This initiative explores creating impactful experiential learning opportunities for International students, acknowledging their unique social and cultural difficulties in entering the professional world. The challenge lies in bridging the gap between limited prior work experience and smooth integration with their experiential learning journey. We propose various strategies embedded within the curriculum, empowering students with practical tools for success. We aim to develop a roadmap for comprehensive student support through the effectiveness of peer mentorship programs, industry initiatives, and alumni engagement events. This presentation’s significance lies in its potential to benefit all Northeastern educators and higher education professionals working with diverse student populations. Our programs, including our peer mentorship initiative at Multidisciplinary Graduate Engineering (MGEN), demonstrates the positive impact of experiential learning on student confidence, communication, and networking skills.
Presenters:
Marrian Mitry
Assistant Director of MGEN Co-Op & Assistant Cooperative Education Faculty
MGEN
College of Engineering
Gail Schwartz
Assistant Cooperative Education Faculty
MGEN
College of Engineering
Josie Cucciniello
AAssistant Cooperative Education Faculty
MGEN
College of Engineering
Laura Meyer
Associate Director Of MGEN Co-Op & Associate Cooperative Education Faculty
MGEN
College of Engineering
Abstract:
This session describes the transformative impact and lessons learned from designing and implementing Experience Expo, launched in Summer 2023 at the Seattle campus. Experience Expo is an 8-week experiential learning program that brings graduate students from different disciplines together to work as teams to apply their skills and knowledge to real-world problems, mentored by a support network of industry mentors, faculty advisors, and life and learning coaches assigned to every team. Students from the College of Engineering, College of Professional Studies and Khoury College of Computer Sciences form interdisciplinary and diverse teams to develop STEM-related problem-solving strategies and prepare for a final group presentation where they present their solutions to the campus community. In addition to applying their technical skills, they attend six professional skills seminars to develop their skills in communication, collaboration, leadership, and problem solving. Upon completion of the Expo, students receive a digital badge.
Presenters:
Chiew Jones
Director, Career Development and Experiential Learning
Seattle Campus
Emily Stimac
Career Development Advisor
Seattle Campus
Jennifer Ross
Career Development Advisor
Seattle Campus
Shakespeare and AI: Using New Technologies to Teach and Learn about the Plays of William Shakespeare
Abstract:
Literary scholars have in the past few decades drawn upon advanced computing to explore the authorship of Shakespeare’s plays, through stylistic analysis and the plot and character networks within those plays. The recent development and widespread availability of AI technology offers rich opportunities within the classroom for students and for original approaches to teaching these plays. This Work-in-Progress session will present several different models for drawing AI into the classroom in the context of an undergraduate course on Shakespeare’s plays, and consider ways in which AI might permit students and more advanced scholars to engage actively and deeply with both new technologies and the most celebrated and canonical literary creator in western history.
Presenter:
Daniel Swift
Associate Professor
Department of English
Northeastern London
Facilitating Deeper Conceptual Understanding with AI-generated Feedback
Abstract:
By fostering a continuous improvement and self-directed learning culture, AI feedback facilitates deeper conceptual understanding and effective communication of mathematical concepts. This session explores the integration of AI feedback as a transformative pedagogical tool in diverse educational contexts. Through a combination of theoretical frameworks, empirical evidence, and practical insights, we examine the impact of AI feedback on student learning outcomes, engagement, and metacognitive awareness in mathematics courses. This session offers valuable perspectives for educators seeking to harness the potential of AI technologies to enhance teaching and learning.
Presenter:
Silvani Vejar
Assistant Academic Specialist
Foundation Year
College of Professional Studies
Abstract:
In this presentation, I will discuss my work on setting collaborative, student-led boundaries and assessment standards for using generative AI writing tools in coursework. This practice developed from a desire to co-create classroom dynamics around AI led by empowering students to embrace their agency in multidisciplinary writing classrooms. I will share qualitative and experiential research findings that illustrate that this method of working with generative AI increases active learning experiences among students. My presentation will demonstrate how student-led boundaries are a proactive way to engage with the changing, complex force of ChatGPT and other generative AI tools, while also making space for classroom discussion of ethics and the complexities of academic integrity in the context of AI with students across a diversity of disciplines.
Presenter:
Catherine Fairfield
Postdoctoral Teaching Associate
Writing Program
College of Social Sciences and Humanities
Abstract:
Experiential learning is a high-impact practice that promotes persistence in college, pursuit of graduate programs, and commitment to STEM careers. The CaNCURE undergraduate co-op program was founded on the hypothesis that a hands-on mentored research experience, accompanied by a rich educational and professional training environment, would motivate young scientists and engineers to consider a career in cancer research. Since 2014, CaNCURE has successfully placed 148 undergraduates from 14 majors into laboratories across Boston. Program assessment was performed through a combination of intake/exit surveys, outcomes surveys, alumni follow-up surveys, and qualitative analysis of trainee works. Trainees consistently indicated that the CaNCURE co-op provided a stimulating learning environment, taught new knowledge and skills unavailable through more conventional co-ops, and aided the establishment of connections critical for achieving their career goals. In this talk, we will describe challenges unique to creating an interdisciplinary experiential learning program and present evidence of successful solutions.
Presenters:
Anne van de Ven-Moloney
Associate Professor
Department of Physics
College of Science
Needa Brown
Associate Professor
Department of Physics
College of Science
Srinivas Sridhar
Distinguished University Professor
Department of Physics
College of Science
Abstract:
This study aimed to identify the challenges to students’ mastery of information literacy and the impact of peer review on these skills throughout a semester-long literature project in analytical chemistry. Although students had a positive perception of peer review, it was largely ineffective in improving their work. Several persistent problems were identified, including over-reliance on a simplistic literature-searching strategy, ignoring older and newer works, confusing primary and secondary sources, failing to credit original research studies, failing to obtain copyright permission, and an inability to reproduce the disciplinary style (ACS). These problems were linked to the six threshold concepts that form the basis for the ACRL Framework for Information Literacy for Higher Education. The framework outlines the critical skills an information-literate college student should possess upon graduation. Identifying these problems can lead to developing strategies and activities promoting a more profound and comprehensive mastery of information literacy skills for all undergraduates.
Presenter:
Patricia Ann Mabrouk
Professor
Chemistry & Chemical Biology
College of Science
Abstract:
This presentation explores strategies to support underrepresented students in their college and career exploration and development, aiming to create a more inclusive environment. Three Co-op Coordinators from D’Amore-McKim, with diverse stages of Doctor of Education research focusing on first-generation, international, and LGBTQ+ students, share best practices and tools based on their unique insights. Utilizing research frameworks such as the Cultural Wealth Model, Social Cognitive Career Theory, and Minority Stress Theory, the presentation delves into evidence collected through interviews, surveys, and observations. Preliminary findings emphasize the need for intentional support structures and the importance of mentorship. Lessons learned include addressing identity impact on help-seeking and identifying gaps in awareness and competencies. The session aligns with the conference themes of Hands-on, Minds-on Experiential Learning and Supporting Global Mobility for All Students, offering practical insights for educators to support Northeastern students more effectively.
Presenters:
Michelle Fiorenza-Hagopian
Senior Co-op Coordinator and Assistant Director
Cooperative Education
D’Amore-McKim School of Business
Tyrone Newsome
Assistant Co-op Coordinator
Cooperative Education
D’Amore-McKim School of Business
Mike DiAntonio
Assistant Co-op Coordinator
Cooperative Education
D’Amore-McKim School of Business
Empty Syllabi and Student Partnerships: When Learners Design the Learning
Abstract:
This presentation shares takeaways from a first-year writing course, “NUChange,” a seminar run in Spring 2024 as part of the CSSH Writing Program’s “Innovation Lab” initiative to foster experimental pedagogies. In this Honors Program seminar, students take a hands-on, community-based, experiential approach to learning, using a “students as partners” framework where students become co-collaborators in the design and execution of the class’s activities and objectives. The course explicitly asks students to design two-thirds of a “blank” syllabus: they decide on everything from how we approach learning and assessment to how best to procure their desired data to how to design and curate communication products aimed at diverse selected audiences within our NU community. With an open agenda of “making change” based on prime student concerns, this experiential course prompts students to develop entrepreneurial and humanistic inquiry skills as they examine the NU curriculum, culture, and local campus.
Presenter:
Talia M. Vestri
Associate Teaching Professor
Writing Program
College of Social Sciences and Humanities
The Student Multi-Media E-Portfolio: Revealing the Intersection of Experience and Attainment of Outcomes
Abstract:
Clinical practicum settings hold some challenges both for students, who are learning independently, without the structure of a classroom setting, and faculty, who are striving to effectively measure student attainment of learning outcomes. A multimedia e-portfolio has been implemented to address each of these challenges. Through the e-portfolio, students share their thoughts in a blog-like format, connecting their learning to the learning outcomes. Measured feedback will be seen in relationship to student e-portfolio submissions. In this session, I will share lessons learned, including the skills needed to establish such a project, use of hashtags to categorize student submissions, and challenges of analyzing multi-media alongside of measured feedback to assess learning outcomes.
Presenter:
Mary Lynn Fahey
Assistant Clinical Professor
School of Nursing
Bouvé College of Health Sciences
Abstract:
In an era where Generative AI is rapidly reshaping our world, the Graduate School of Education faculty recognizes the urgent need to integrate Gen AI into our doctoral and master’s programs, a move that is not just innovative but imperative for the future of education. Our panel discussion will delve into the process we are using to embed responsible Gen AI usage within our curricula. This initiative is not just about imparting technical knowledge, it is about cultivating an ethical understanding among our students. We aim to revise our teaching methodologies and course contents to encompass critical elements such as fairness, transparency, accountability, and privacy in the use of AI.
Moderator:
Joseph McNabb
Professor of the Practice
Graduate School of Education
College of Professional Studies
Panelists:
Joan Giblin
Associate Teaching Professor
Graduate School of Education
College of Professional Studies
Kelly Conn
Teaching Professor
Graduate School of Education
College of Professional Studies
Dan Serig
Assistant Teaching Professor
Graduate School of Education
College of Professional Studies
Chris Unger
Teaching Professor
Graduate School of Education
College of Professional Studies
Abstract:
This panel discussion on AI-supported assessment in Higher Education will present a wide-ranging exploration of responsible AI integration. Focusing on assessment practices, the panel aims to contribute to the development of an AI Assessment Policy. Distinguished panelists from various fields ensure a comprehensive examination, offering insights, recommendations, and practical examples. The significance lies in advancing educational practices through innovation in assessments, ethical considerations, practical insights for educators, and legal concerns. The panel’s impact extends to educational technology advancement, transforming assessment practices, establishing ethical frameworks, empowering educators, and fostering knowledge sharing. This aligns seamlessly with the conference theme of “Engaging with AI in Teaching and Learning,” enriching it with practical and ethical dimensions in AI integration in higher education.
Moderator:
Mitra Arami
Associate Professor in Digital Business and Project Management
Northeastern University London
Panelists:
Serhiy Kovela
Associate Professor in Project Management
Northeastern University, U.S.A
Sian Joel-Edgar
Associate Professor of Human-centred Computing and Director of Postgraduate
Taught at Northeastern University London
Dana Polatin
Lecturer in Data Science
Northeastern University London
Ori Fienberg
Associate Director of Academic Integrity
College of Professional Studies
Northeastern University
Rüdiger Geist
Managing Director of Spirit at PM
Switzerland
Ali Forouzesh
Teaching Fellow
School of Computing
Portsmouth University
United Kingdom
Alexis Goltra
Chief Privacy Officer and Senior Privacy Attorney
Northeastern University, U.S.A
Abstract:
Scholars is a year-long CATLR program during which Northeastern educators design, implement, and systematically examine the impact of an innovation within their teaching practice. In this panel, the 2023 Scholars will discuss the results of their studies. Needa Brown will present an analysis of the impact of prior knowledge on how students experienced the curriculum within a newly developed nanomedicine program, with a special focus on students coming to the program as combined majors. Ayce Yesilaltay will consider the effect of collaborative peer feedback on student confidence in their ability to read and analyze scientific articles. Marguerite Matherne will examine the effectiveness of just-in-time personalized teaching in large enrollment engineering classes, including the use of Generative AI to identify patterns in student pre-class “warm up” assignments.
Moderator:
Gail Matthews-DeNatale
Senior Associate Director
Center for Advancing Teaching and Learning Through Research
Panelists:
Needa Brown
Assistant Teaching Professor and Director of the Graduate Certificate in Nanomedicine
Department of Physics / Nanomedicine
College of Science
Ayce Yesilaltay
Assistant Teaching Professor
Department of Biology
College of Science
Marguerite Matherne
Assistant Teaching Professor
Mechanical and Industrial Engineering
College of Engineering
Co-op Integrated Advanced Writing in the Disciplines: A Pilot Program for the Technical and Health Professions
Abstract:
As part of the university’s Credit for Experiential Learning initiative, CSSH and the Writing Program have designed a pilot program titled Co-op Integrated Advanced Writing in the Disciplines (AWD). The Writing Program is developing the pilot to support students in making real-time connections between their co-op and AWD experiences. Students will achieve this by producing a portfolio of work (for credit) that they will integrate with their co-op experiences and leverage for their future employment. The pilot will launch with students in Fall 2024. In this session, presenters will explain the rationale behind the program and describe the development of courses focused specifically on integrating academics with the co-op experience.
Presenters:
Bret Keeling
Teaching Professor
Writing Program
College of Social Sciences and Humanities
Cecelia Musselman
Teaching Professor / Director, Advanced Writing in the Disciplines
Writing Program
College of Social Sciences and Humanities
Laurie Edwards
Teaching Professor
Writing Program
College of Social Sciences and Humanities
Kelly Garneau
Teaching Professor / Director, First-Year Writing
Writing Program
College of Social Sciences and Humanities
Talia Vestri
Associate Teaching Professor
Writing Program
College of Social Sciences and Humanities
Promoting Students’ Collaboration and Participation in Class
Abstract:
BIOL2299 is a course that prepares first year students to critically read, understand and analyze scientific literature. As these first-year students are new to the environment, they may be hesitant to speak up in class and share their thoughts. This presentation shares how strategies, such as group discussions and peer teaching, were incorporated to create an inclusive class community.
Presenter:
Diviya Ray
Assistant Teaching Professor
Department of Biology
College of Science
Abstract:
This presentation offers a glimpse into the integration of Artificial Intelligence (AI) in a classroom setting at Northeastern University’s D’Amore-McKim School of Business. This innovative project, conducted during the Fall semester of 2023, revolved around students creating a comic book using AI tools, aligned with the ‘Nail it, Scale it, Sail it’ innovation lifecycle framework. This exploration not only demystified AI but also enhanced students’ creativity, critical thinking, and collaboration skills. It shifted the educational focus from theoretical learning to practical, hands-on experience, preparing students for the dynamic challenges of the modern business world. The project fostered an environment of experimentation and adaptability, crucial for navigating today’s rapidly evolving technological landscape. This presentation will showcase the methods, experiences, and transformative impacts of AI integration in education, illustrating how AI can be a powerful ally in cultivating the next generation of innovative thinkers and problem-solvers.
Presenter:
Loredana Padurean
Associate Teaching Professor
Entrepreneurship and Innovation
D’Amore-McKim School of Business
Abstract:
Global Self-Development Programming is a suite of complementary resources/programming designed to build students’ capacity to direct their global co-op search, applying practical skills and a global mindset. This approach combines a Canvas community, workshops and 1:1 coaching; it requires a significant investment of effort beyond the usual demands of a co-op search. By framing the self-development process as an educational experience, students can progress through the experiential learning cycle and reap rewards such as improved global awareness, increased cultural agility, and resilience. Self-Development took center stage in D’Amore-McKim following the onset of Covid-19 in 2020. The demands of the moment – a large international student population unable to travel to the U.S., combined with the evaporation of established partnerships overseas – necessitated a new approach by the Global Co-op Team. Global Self-Development Programming has become a cornerstone of D’Amore-McKim’s global search advising and the engine of post-pandemic program recovery.
Presenters:
Elisha Clark
Cooperative Education Faculty & Assistant Director
Cooperative Education
D’Amore-McKim School of Business
Genevieve Winn
Senior Cooperative Education Counselor
Cooperative Education
D’Amore-McKim School of Business
Camila Lamoratta
Undergraduate Student, ‘24
D’Amore-McKim School of Business
Abstract:
Reflective sense-making is a critical component of learning, especially in the context of experiential learning. While independent reflection is helpful, collaborative sense-making conversations enhance learning and retention of knowledge. However, these conversations can be challenging to engage in and facilitate as participants may fear judgment, worry about hurting others’ feelings, or struggle to express thoughts productively. Hear how two key practices—Public Learning and Supportive Challenge—deepen experiential learning by providing a structured framework for learners to meaningfully integrate understandings, question assumptions, and articulate next steps. These conversations leverage the power of multiple perspectives, enabling learners to talk honestly and vulnerably about their work.
Presenters:
Jennifer Ahn
Interim Executive Director
Lead by Learning
Mills College at Northeastern University
Sarah Sugarman
Senior Director
Lead by Learning
Mills College at Northeastern University
Bridging Worlds: Learning through Virtual Reality
Abstract:
A training program was developed using Virtual Reality (VR) technology to train students in an advanced manufacturing process. A group of 22 students completed the training in VR and then applied their learning through real-world tasks. Results of a mixed methods evaluation of results showed clear evidence of the effectiveness of learning in the virtual environment, as students successfully transferred their learning to the real-world environment with very few errors in the target environment. Effective task instruction and environmental design were key factors. While most users responded positively, some felt underprepared, suggesting the need for further enhancements in VR training for advanced manufacturing.
Presenters:
Mustafa Feyyaz Sonbudak
Doctoral Student
College of Arts, Media and Design
Uttkarsh Narayan
Doctoral Student
College of Arts, Media and Design
Scenario-Based Formative Assessments in Online Instruction
Abstract:
Several online nursing courses utilized scenario-based asynchronous formative assessments to help learners exercise critical thinking and apply theoretical concepts to real-world cases. Such assignments provided opportunities for learners to quickly test their knowledge in an open-ended way, as well as give instructors a different way to gauge learner progress. Through examples using different tools, we will explore how this approach supports adult learners and is an effective way to translate and deliver former didactic learning content.
Presenter:
Dominique Lieu
Senior Learning Experience Designer
EDGE
Posters
To view the Virtual Poster Gallery, visit the CAEBL SharePoint page (available to registered attendees only) before, during, or after the conference. Poster presenters will be available to discuss their work from 3:00 – 3:45 PM ET in the Interactive Poster Session.
Abstract:
Within this poster session, participants will learn more about how modules and digital badging can be used as tools to further experiential learning. Participants will have the opportunity to explore four different perspectives from the D’Amore-McKim School of Business which outline how we have used micro-credentialing to leverage hands-on learning with external stakeholders, faculty, staff, and learners. Participants will gain a better understanding of micro-credentialing generally, and the digital badging landscape here at Northeastern.
Presenters:
Gabby Bacha
Learning Experience Designer
Learning Design and Technology
D’Amore-McKim School of Business
Jacob Cragg
Director of Learning Design
Learning Design and Technology
D’Amore-McKim School of Business
Barbara Barsch
Academic Instructional Technologist
Learning Design and Technology
D’Amore-McKim School of Business
Abstract:
My second year at NU London, I took part in an entrepreneurship project as part of an elective challenge-based course. This project gave me, as a humanities student, an introduction into the world of entrepreneurship — a world I was entirely unfamiliar with. Participation in this project granted me hands-on experience in teamwork and presenting. We were given the support of mentorship and a classroom setting, but the freedom to shape our own project and the stakes of a real competition. This is my experience as a student who has been launched onto a path of entrepreneurship thanks to a classroom project.
Presenters:
Lucy Whitmer
Undergraduate Student
Northeastern University London
Rebecca Maccabe
Associate Director, Careers, Experiential, and Apprenticeships
Business and Project Management Department
Northeastern University London
Richard Corps
Head of Entrepreneurship
Innovation and Enterprise
Northeastern University London
Abstract:
College students are instructed to leverage their networks when job searching. However, this advice is not always supportive for ABSN (2nd degree nursing) students on the Charlotte campus, who are career changers from a wide variety of backgrounds. In collaboration with Career Design on the Boston campus, the Charlotte campus created and delivered a new grad RN career fair in an effort to deliver the network directly to the students. To prepare for the career fair, students participated in a professional networking workshop. The purpose of this poster is to consider leveraging cross-campus and cross-department collaborations to support student success.
Presenter:
Tia Keck
Senior Academic Advisor
Bouvé Office of Student Services
Charlotte Campus
Abstract:
This poster presents diverse perspectives, stories, and data that illustrate how a career management course, offered in the College of Engineering, has impacted hundreds of undergraduate students over its 20+ year history. The one-credit course was originally designed to integrate real-world, authentic experiences of women in science, technology, engineering and math (STEM) to help students persist to degree completion and ultimately navigate their future careers, an important outcome that is still achieved today for students of all identities. The poster outlines how an initial NSF grant was used to launch the course and how college units can institutionalize similar retention and persistence efforts with a relatively low-cost seminar course that focuses on authentic and real-world student and alumni experiences.
Presenters:
Jennifer Love
Associate Teaching Professor
College of Engineering
Rachelle Reisberg
Assistant Dean – Undergraduate Curriculum & Students
College of Science
Richard Harris
Associate Dean – Diversity, Equity & Inclusion
College of Engineering
Daniel Valentine
Senior, Physics major
GE4900 Teaching Assistant
Abstract:
Engaging students in large classes can be challenging due to constraints that limit the amount of attention to individual students, monitoring of learning, and opportunity for interactivity. The book Small Teaching by James Lang offers a number of ideas for making small changes to the class structure that can lead to big changes in engagement. In this poster, I will share some of the ideas I implemented and how those changes led to the desired changes.
Presenter:
Ana Otero
Associate Teaching Professor
Department of Biology
College of Science
Abstract:
This poster delves into a recent classroom experience within a C++ software development course, aimed at optimizing students’ learning while providing insights on the capabilities and constraints of Language Models (LLMs). The study involved assigning coding exercises where students provided solutions both with and without LLM assistance. Key insights emerged, revealing students’ adeptness at recognizing LLM limitations, fostering autonomy in problem-solving, and acknowledging the impact of prompts on LLM behavior. Notably, discussions around learning expectations surfaced, addressing the dichotomy of LLMs’ speed and the necessity for comprehensive understanding. By sharing these findings, this poster contributes valuable perspectives on effectively integrating LLMs into software programming education, emphasizing their potential as tools rather than roadblocks.
Presenter:
Michele Polese
Research Assistant Professor / Part-time Instructor
Department of Electrical and Computer Engineering / Institute for the Wireless Internet of Things
College of Engineering
Abstract:
The performance of magic tricks and illusions is not typically identified as a branch of science. What has been revealed in the past decade however, is that these tricks and illusions depend on the concepts of behavioral neuroscience, memory, forced decision-making, and bias to be successful in their execution. We developed a course that integrates the art and science of magic and illusion to explore these very same concepts as they relate to healthcare education and delivery. Students explored these concepts through the lens of magic and illusion. This analogy created a safe place for learning, stimulated creativity, and allowed students to better understand the role of art in the delivery of healthcare. This course used magic as an exploratory tool, but these same principles can be applied to music, dance, theater, and other art forms. Integrating the arts into science allows for creativity, ingenuity, empathy, and critical thinking. This course can serve as the groundwork for other interdisciplinary courses integrating the arts, science and the humanities.
Presenters:
Stephen Wood
Visiting Associate Clinical Professor
School of Nursing
Bouvé College of Health Sciences
Jeanette Andrews
Part-time Lecturer
School of Nursing
Bouvé College of Health Sciences
Abstract:
This poster explores a transformative experiential educational practice within a hybrid class, emphasizing justice and equity in educational systems. In our work, we investigate explicit, implicit, null, and evaded curricula in educational spaces, highlighting the importance of crafting intentional hybrid experiences for successful in-person interactions. A collaboration with a museum’s assistant curator leads to an interactive walk-through, prompting students to question spatial racialization and oppression in public educational spaces. We emphasize the significance of meaningful experiences in hybrid/remote settings, enabling unique connections. Evaluation results indicate a 100% satisfaction rate among students, leading to continued virtual meetings and further projects.
Presenters:
Noor Ali
Assistant Teaching Professor
Graduate School of Education
College of Professional Studies
William E. Gates
Student
Graduate School of Education
College of Professional Studies
Abstract:
Our students face a future workplace in which many of the jobs for which we are preparing them will be replaced or impacted by AI. At the same time, many students currently use AI in ways that are inappropriate and impact their education negatively. Yet, there are ways of making friends with AI. Integrating AI in experiential learning assignments is beneficial in several ways: it mitigates inappropriate use by addressing the use of this tool directly and it prepares students to use AI, as they inevitably will need to, in their professional lives. This poster presents a case study about how AI can be effectively integrated into our experiential teaching and improve student outcomes.
Presenter:
Christina Jessica Inge
Lecturer
Communications
College of Professional Studies
Abstract:
This poster provides an overview of a multimodal project in a writing course which aims to enhance students’ engagement with local clubs, organizations, or communities while also developing digital literacy skills and learning to write AI prompts. During this project, students are engaged with textual analysis of secondary sources, exploring organizations and communities on campus and beyond, examining a community they are interested in, designing interview questions, conducting an interview, and writing for different audiences. The project consists of a research part, for which students submit a research paper, and a multimodal part, for which the students select from a list of digital genres they learn about in the course. The integration of a multimodal project into the writing course represents a dynamic and inclusive approach to exploring community and becoming global citizens.
Presenter:
Veronika Maliborska
Associate Teaching Professor
Communications
NU Global
College of Professional Studies
Abstract:
There is not enough emphasis on providing a verbal report about a patient in the nursing curriculum. Formulating this report requires the nurse to process through a framework that prompts critical thinking and use of clinical judgment, a skill documented as severely lacking in new graduate nurses. This assignment provides structured practice and evaluation of verbal reports throughout the didactic portion of the undergraduate nursing curriculum to assess improvement in clinical judgment and communication in new graduate nurses. A structured assignment requiring the student to record themselves giving a verbal report will be required twice per course. The rubric gives a template for the student to work through and a platform for ample feedback by the faculty. If this curriculum change results in significant improvement in clinical judgment and verbal reporting skills, graduates from our program will enter the workforce better prepared for clinical practice.
Presenters:
Lauren Spendley
Assistant Clinical Professor
School of Nursing
Bouvé College of Health Sciences
Kristin Stankard
Assistant Clinical Professor
School of Nursing
Bouvé College of Health Sciences
Posters
To view the Virtual Poster Gallery, visit the CAEBL SharePoint page (available to registered attendees only) before, during, or after the conference. Poster presenters will be available to discuss their work from 4:00 – 4:30 PM ET in the Interactive Poster Session.
Abstract:
This poster presents the collaboration between a White educator and a Black student to engage in an anti–racist approach to teaching, learning, mentoring and development of both the student and educator. We trace our shared experiences starting in an undergraduate class, to both educator and student joining a sustained CATLR-ODEI anti-racist group, to the student becoming a teaching assistant for the educator and being recommended for NU’s MPH program. Throughout these activities, we see a throughline of the impact of continued, collaborative antiracist engagement. Our collaboration transcends mentorship and has become an ongoing partnership for systemic change both in and out of the classroom.
Presenters:
Allison F. Bauer
Associate Teaching Professor
Health Sciences
Bouvé College of Health Sciences
Kennedy Thompson
Student
Health Sciences
Bouvé College of Health Sciences
Abstract:
An ongoing study surveyed chemistry graduate students and faculty from three private colleges and research universities in Massachusetts to determine their knowledge of copyright. The purpose of graduate education is for the students to engage in scholarly research and the majority of the faculty at these institutions also conduct research, so both groups are expected to publish. Given the importance of peer-reviewed literature informing their studies, it is critical these graduate students (future faculty) and faculty understand copyright law and how it applies to their work. Overall, most graduate student participants understood copyright as a form of legal ownership but were unfamiliar with when copyright applies and how to work within the law. The faculty participants had more experience with copyright law than graduate students, and most did not teach copyright in any of their chemistry courses.
Presenter:
Kayleigh O’Melia
Undergraduate Student
Department of Chemistry & Chemical Biology
College of Science
Abstract:
Whether they choose industry, academia, or public service, our early-career researchers need skills to excel as speakers, collaborators, mentors, policy influencers, and interview candidates. In this context, at the Network Science Institute, we have implemented two new programs that our members can choose to attend during their stay at the Institute. These programs are a Professional Development Workshop Series and an Experiential Learning Program. We have incorporated diversity considerations, student input, domain-specific knowledge in educational psychology, and previous research experience in the broader network-science-related disciplinary areas, as a blueprint for program learning goals.
Presenter:
Evelyn (Evangelia) Panagakou
Education, Outreach, and Diversity Coordinator
Network Science Institute
Abstract:
Educating rising young scholars about the need for and function of renewable energy systems is of the utmost importance, yet general educational foundations for this increasingly vital field are scarce. We have developed an interactive kit—the grid power generator module (GPGM)—with which individuals of all educational backgrounds can intuitively discover and engage with concepts underpinning energy systems. The GPGM demonstrates how electromotive systems convert rotational energy into electron flow. The kit is comprised of commercially available supplies and 3D-printed components to ensure reproducibility and accessibility for all educational institutions. GPGMs are designed for experiential learning: Students are guided to construct electrical generators and circuits, tasked to use simple hand-held instruments to discover how their systems transform their generated electric current, and challenged to relate their models to grid-based energy infrastructure. Assessment of student understanding is performed before and after use of the modules to quantify program efficacy.
Presenters:
Sam Jackson Smith
Graduate Student
Department of Chemistry and Chemical Biology
Eugene Smotkin
Professor
Department of Chemistry and Chemical Biology
Abstract:
The mission of Northeastern University emphasizes pioneering research to address global challenges, fostering innovative science education through hands-on learning, and promoting a diverse and inclusive community. This program aims to integrate these mission elements into a clinical practicum focused on hands-on medical care in Nepal for our family, adult acute care and adult/geriatric nurse practitioner students. The initiative involves visits to various medical facilities such as hospitals, rehabilitation centers, and nursing universities in the resource-limited country of Nepal. During these experiences, students will engage in preceptorship with Nepali medical providers, guided by Northeastern University nurse practitioner professors. Our hope is that our plans for this 14-day immersion program encourage educators in other disciplines to consider integrating a global dimension into their teaching methods.
Presenters:
Anna Swan
Visiting Clinical Professor for the Family Nurse Practitioner Program / Clinical Placement
Liaison
School of Nursing
Bouvé College of Health Sciences
Mary Lynn Fahey
Director of the Family Nurse Practitioner Program
School of Nursing
Bouvé College of Health Sciences
Jane Adams
Assistant Clinical Professor
School of Nursing
Bouvé College of Health Sciences
Abstract:
Mathematics education has been playing an important role in science, technology, and also in business, financial services, and even music and art. As the world increasingly embraces the transformative power of AI, our undergraduate and graduate math education also faces unprecedented challenges and opportunities. This poster will discuss the impact of AI on curriculum design, instructional methodologies, and the overarching goals of undergraduate and graduate math education. In particular, I will discuss several undergraduate and graduate applied math courses with final projects in data science and in particular several industry XN projects. The goals are to use AI, understand AI, and develop AI.
Presenter:
He Wang
Assistant Teaching Professor / Director of MS Applied Math and MS Operations Research
Department of Mathematics
College of Science
Abstract:
A significant percentage of instructors, both at Northeastern and globally, suspect that students are using GenAI to complete independent learning tasks in their courses, and they’re not wrong. Surveys/polls demonstrate that students in higher education are self-reporting using GenAI in ways they consider to be inappropriate or to complete work they find boring. Through the reading and enjoyment of poetry, along with different frameworks and strategies focused on creativity, this poster takes on the challenges of engaging students and authentic assessment in the age of AI. It suggests evidenced-based strategies for teaching and learning the values of creativity and originality, which can motivate students and provide valuable learning and professional opportunities.
Presenter:
Ori Fienberg
Associate Director of Academic Integrity
College of Professional Studies
Richard Corps
Head of Entrepreneurship
Innovation and Enterprise
Northeastern University London
Questions?
If you have any questions email [email protected].