Conference for Advancing Evidence-Based Learning

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

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

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