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).
Virtual Poster Gallery (asynchronous)
Participants are invited to visit the virtual posters on the conference SharePoint site before, during and after the event. 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.
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 from 1:15 – 2:00 pm ET for the Interactive Poster Session, where participants can visit the poster authors to learn more about their work and exchange ideas.
All times are displayed in Eastern Daylight Time.
Abstract
This study explores the difference in students’ anticipated gains from participating in a short-term faculty-led study abroad experience to what they declare to be their actual gains post participation. Document analysis was used to analyze students’ perceptions of their experience, which allows the findings of the study to be based on students’ own articulation of their learning. Theme analysis revealed that participants anticipated gaining education, experience, and cultural immersion. Their post participation statements confirm that they believe these gains were met, but there were additional gains such as dispelling preconceived notions about the level of sophistication of Ghana’s healthcare system, an appreciation of traditional medicine as a means of addressing healthcare issues, and how the country addresses controversial topics such as abortion and mental health.
Presenters
Vanessa Dianna Johnson
Associate Professor
Department of Applied Psychology
Kyle Robertson
Undergraduate Student
Biology
College of Science
Ramya Kumar
Undergraduate Student
Biology
College of Science
Allana Mutuc
Undergraduate Student
Biology
College of Science
Abstract
In the Graduate School of Education, a previously developed online master’s-level course (Connecting Theory and Practice) included career development topics as well as an XN project opportunity. After gathering student feedback over time, it became clear that students wanted more experiential (XN) project work to develop their skills and knowledge. Over the past two years, the course has been redesigned to solely focus on an XN opportunity. This session is geared towards educators who are interested in including more experiential project opportunities or those hoping to build out the infrastructure of their current XN opportunities. Through the course redesign, we have developed an ongoing working relationship with the XN office, a recruitment process for new sponsors, and a process to re-engage previous sponsors. The goals of this session are to discuss not only the process of redesigning the course, but the lessons learned and our goals for the future.
Presenter
Alex Fronduto
Assistant Teaching Professor
Graduate School of Education
College of Professional Studies
Abstract
Scholars is a year-long program, sponsored by CATLR, that provides Northeastern educators with an opportunity to design and implement a course-embedded study, with the goal of increased insight into student learning and how to support student growth. Participants benefit from the cohort structure that supports collaboration and interdisciplinary perspectives. In this session, you will hear about studies under development by the 2023 Scholars who are exploring innovations in expanded approaches to student participation, the impact of students’ prior experience on learning, and the use of online modules to prepare students for meaningful engagement during class.
Presenters
Gail Matthews-DeNatale
Senior Associate Director – Faculty Development
Center for Advancing Teaching and Learning Through Research
Needa Brown
Assistant Teaching Professor
Nanomedicine
College of Science
Marguerite Matherne
Assistant Teaching Professor
Mechanical and Industrial Engineering
College of Engineering
Ayce Yesilaltay
Assistant Teaching Professor
Biology
College of Science
Discovering the Honors Community: Bridging the First-Year Seminar and Living-Learning Community Experience
Abstract
The Northeastern University Honors Program is in the process of transitioning its four-year program into a concentrated one-year experience. This reimagination involves the redesign of a one credit hour first-year seminar and Living-Learning Communities in such a way that will connect coursework and assignments with the experiential learning located within the Honors residential experience. By concentrating on the holistic experience of first-year honors students, Honors will facilitate student access to pathways located in their college curriculum, undergraduate research, global engagement, and community-based learning. Outcomes include the students’ reported impact at Northeastern and beyond, namely stoking intellectual curiosity, self-exploration and discovery, and membership in a thriving student community.
Presenters
Brooke Tempesta
Associate Director
Northeastern University Honors Program
Justin Silvestri
Associate Director, Academic Advising
Northeastern University Honors Programs
From Global Experience to Local Action: What an Honors Studio Series Can Teach Us About Connectivity
Abstract
A globally competent individual possesses the knowledge, skills, and dispositions to act creatively and collaboratively on important issues that impact the globe (Boix-Mansilla & Jackson, 2011). A major benefit of the university-sponsored global experience is the opportunity to witness – both first-hand and from a scholarly perspective – how these important issues impact the lives and futures of people abroad, and ideally, provide a starting point and impetus for local activism. From Global Experience to Local Action: An Exploration of Challenges that Impact Our Collective Lives is a new (Spring 2023) Honors Studio Series that leverages the global experience of Honors students as a catalyzing force towards community engagement and activism at the local level. In addition to providing a rich learning opportunity for students, this studio series will demonstrate to other Northeastern educators how interdepartmental collaboration can support the exploration of various challenges and opportunities relating to their work.
Presenters
Jalene Tamerat
Associate Director
Community-Engaged Teaching & Research
Becca Berkey
Director
Community-Engaged Teaching & Research and Interim Director of the University Honors Program
Chelsea Lauder
Assistant Director
Community-Engaged Teaching & Research
Abstract
The Culture of Sustainability Lab is a campus living laboratory in which students from various majors and years learn and practice research skills. It was developed as a course-based undergraduate research experience at the Virginia Tech Honors College in Spring 2022. Under the coordination of a faculty member, the undergraduate team engaged in a range of research practices and developed a project investigating values about sustainability and barriers to sustainable behavior among the university’s student population. Collecting information from almost 800 students, the research team generated and presented findings in regional, national, and international conferences and offered recommendations for institutional sustainability efforts at their university. This work increases student access to research opportunities by expanding possibilities for learning and practicing sustainability-related research competencies. In this presentation, we will share observations and practical tips to develop collaborative research with undergraduate students, overcome challenges, and achieve important academic and developmental outcomes.
Presenter
Najla Mouchrek
Associate Teaching Professor
Department of Art + Design
College of Arts, Media, and Design
Abstract
The COVID-19 pandemic accelerated the integration of technology into the undergraduate learning environment in many enriching ways. At the same time, this process highlighted two important areas for educator attention: students’ need and desire to create meaningful social connections with their peers, as well as students’ well-being. I have implemented class activities that support inclusive learning of course theories and concepts through everyday creativity and outdoor learning. First, creative activities provide students with an opportunity to connect through group poster making, as well as an experiential origami challenge examining different leadership styles. These can be integrated into in-person as well as remote classes. Second, outdoor activities range from a circle discussion in nature to activities that involve physical movement. They offer students an energizing change of scenery and an engaging alternative to technology.
Presenter
Ravit Heskiau
Associate Teaching Professor
Management and Organizational Development Group
D’Amore-McKim School of Business
Abstract
Mindfulness and meditation involve the art and science of building an awareness of self and developing reflective techniques to promote calmness and stability. Mindfulness and meditation in the classroom has the potential to equip students with complementary skill sets to the ones they build in their disciplinary coursework. We have implemented ongoing interventions in the engineering classroom, but our results have implications across contexts. We analyzed survey responses from students during their first-year engineering design course. Results initially have been positive, with students resonating with the practices and telling us they are expecting and wanting it every day. We will present our techniques and findings, providing insights and recommendations to those interested in mindfulness and meditation in a higher education setting.
Presenters
Andrew Gillen
Assistant Teaching Professor
First Year Engineering
College of Engineering
Kathryn Schulte Grahame
Teaching Professor
First Year Engineering
College of Engineering
Angelina Jay
Assistant Teaching Professor
First Year Engineering
College of Engineering
Experience, Connected: Leveraging Student Learning and Networks with Flexible Capstone Options
Abstract
Biology students learn concepts and skills outside the classroom that are directly relevant to curriculum goals. Each student’s experience is unique and may include a combination of research in faculty labs, co-ops in research, clinical, or business contexts, and more. We provide multiple pathways to fulfill the Capstone requirement and flexible options to allow students to optimally leverage their unique experiences and networks. Students are given autonomy in choosing the course and/or experience to use as a foundation for their final projects. They may also choose the expert consultant for their project from the faculty or from an outside institution, typically a co-op employer. Over the past 3 years, 88% of students in my traditional Capstone courses have connected with an external expert. Student summaries of their consultant meetings point to very specific disciplinary knowledge and connections that they were able to apply directly to their projects.
Presenter
Gail Begley
Teaching Professor
Department of Biology
College of Science
Using Interactive Videos to Implement Flipped Learning
Abstract
Flipped learning is a pedagogical approach in which students engage with course content outside of class then apply what they have learned to in-class activities that involve interaction, collaboration, and active learning. In this work-in-progress presentation, I will describe how I have developed multimodal interactive videos to develop out-of-class learning in an English language course for graduate international students. I will discuss preliminary findings centering on students’ learning gains and perspectives towards flipped learning. I will then discuss further steps for analyzing the data I collected in the spring 2023 semester.
Presenter
Ilka Kostka
Associate Teaching Professor
International Programs
College of Professional Studies
Abstract
Bridging Conflict, Creating Diversity is an inclusive, interdisciplinary, experiential education model piloted in Marketing and Entrepreneurship that is primed for adaptation beyond its current context. Harnessing themes from “Experienced Unleashed,” our course currently pairs students with ventures co-founded by Israeli and Palestinian entrepreneurs in the 50:50 Startups program to promote social change by working collaboratively, as equals, toward shared goals and project deliverables (inspired by Allport’s Theory of Change, 1954). Interdisciplinary faculty and industry experts provide the institutional support necessary to facilitate social change, including interdisciplinary content (e.g., conflict resolution, personality differences, global mindsets, entrepreneurship, finance, etc.), team-building activities, and guidance on project deliverables. Results from two semesters suggest that implementing Allport’s Theory of Change can help achieve shared goals and positive change in a culturally diverse experiential learning setting. We seek input from colleagues across our global campuses and disciplines to brainstorm expansion opportunities for this model.
Presenter
Daniele Mathras
Associate Teaching Professor
Marketing Group
D’Amore-McKim School of Business
Abstract
The Writing Program Assessment Committee (WPAC) conducted a study of our feedback and grading practices to learn more about faculty attitudes towards assessment, particularly in light of our concerns for anti-racist assessment. Within this context, we found a variety of feedback practices, with innovations such as ungrading and contract grading. Professors demonstrated anti-racist practices in their interactions with both feedback and grading. We also found that grading itself is a fraught process with a fair amount of angst. We have used the results of our survey to suggest activities for the writing program, such as a panel on anti-racist grading. The results of this study are intended to inform a broader study that includes student responses to grading and feedback and collection of teaching materials to offer a fuller picture of the feedback and grading processes and their efficacy promoting Writing Program learning goals and values.
Presenters
Laurie Nardone
Writing Program Director, Teaching Professor
English Department Writing Program
College of Social Sciences and Humanities
Sarah Finn
Teaching Professor
English Department Writing Program
College of Social Sciences and Humanities
Robin Garabedian
Postdoctoral Teaching Associate
English Department Writing Program
College of Social Sciences and Humanities
Rachel Molko
Graduate Student
English Department Writing Program
College of Social Sciences and Humanities
Abstract
CPS partnered with IBM to complement their online CyberSecurity course with an additional online “Experiential Team Challenge” module that was moderated by faculty. To test the impact of adding a scaffolded model for integrating an experiential learning project into an existing course, students were asked to write a cover letter for a fictional job both before and after the experiential project. Using a “skillification” algorithm that extracts lists of skills from language, we compared the skills students referenced in each cover letter. We found that the majority of students were able to describe more skills with more detail following the project work, despite receiving no additional content-based instruction. This validated a benefit of experiential learning as building clarity for students about why their learning has value for potential employers and how to present their mastery effectively. It also surfaced specific ways that faculty can use experiential learning to support students in a successful transition from classroom to job.
Presenters
Amanda Welsh
Faculty Director, Professional Programs
College of Professional Studies
Allison Ruda
Associate Dean, Curriculum Strategy and Product Innovation
College of Professional Studies
Sparking Joy in the Co-op Preparation Class: Integrating Play to Enhance Student Learning and Development
Abstract
Integrating play into one’s teaching practice expands ways to connect with students and provides opportunities for faculty to add a distinctive touch, leading to better outcomes through enhanced learning experiences. Research shows that blending structured curriculum and creativity allows students to take risks and develop skills such as problem-solving, ideation, communication, and collaboration, leading to deeper and more engaged learning. These skills will benefit students academically, professionally, and personally. Our session will explore ways to spark joy by integrating play to enhance student learning and development.
Presenters
Jen Guillemin
Senior Coop Coordinator
D’Amore-McKim School of Business
Ieshia Karasik
Assistant Coop Coordinator
D’Amore-McKim School of Business
John Cornett
Assistant Co-op Coordinator
D’Amore-McKim School of Business
Minding the Digital Divide: Cultivating a Super User Mindset through Digital Fluency
Abstract
Historically the digital divide was viewed as a type of IT hardware program – first with autonomous access to computing devices, then with broadband network connectivity on that device. Going forward the digital opportunity gap will be driven by the independent and most effective use of software applications – especially those with artificial intelligence capabilities. Just as marginalized groups are starting to reap benefits from use of digital technologies as creators, the more sustainable digital opportunities are shifting toward critical curation of generated content (including proper formulation of prompts, evaluation of results, and integration of results into larger works). By developing a Super User mindset, we seek to address both individual challenges regarding lower computer self-efficacy, and collective challenges with information systems adoption.
Presenters
Martin Dias
Associate Teaching Professor
Supply Chain & Information Management Group
D’Amore-McKim School of Business
Richard O’Bryant
Director
John D. O’Bryant African-American Institute
Abstract
This workshop offers further exploration of transparent instruction using an experiential learning approach. Faculty and staff participants will engage in brief, intensive, paired practice in applying the Transparency Framework to their own assignments or projects. They will leave with concrete ideas for revising an assignment for students or a work project for colleagues. It is not necessary to bring a project or assignment to the workshop. It will be helpful to have a project in mind that you can use as a focus for the exercise.
Presenter
Dr. Mary-Ann Winkelmes
Abstract
The most effective learning emanates from personal experience. Reflection is important in helping the student to learn from experiential learning experiences. The Dilemma Case activity was designed to study student decision-making processes in the clinical practicum setting. The student participating in the Dilemma Case activity is encouraged to consider experiential learning as valuable to self-development. Using Kolb’s learning cycle as the theoretical framework, the student reflects on and discusses their observations related to a clinical case or situation that challenged them. Reflection on, and discussion of, dilemmas arising from experiential learning provides the students with an opportunity to identify strengths and challenges in clinical practice. Results showed that students transferred knowledge gained across the curriculum to the clinical practicum setting. However, aspects of dilemmas related to student-preceptor interaction were not always communicated to faculty. Results have influenced current learning opportunities to include nonviolent communication and self-advocacy.
Presenter
Mary Lynn Fahey
Assistant Clinical Professor
School of Nursing
Bouvé College of Health Sciences
Ungrading: Eliminating Exams and Reducing Stress by Refocusing on Learning
Abstract
Inclusive assessment requires approaches that consider fair and equitable means of determining students’ understanding and performance, and should counterbalance student stress that leads to inaccurate evaluation. On a broader level, centering a course on what is necessary to achieve the highest grade drives students to focus more on scores than on learning. Ungrading provides an assessment approach shifting emphasis back onto learning and expected student outcomes in each course. Grades are de-emphasized in exchange for greater levels of discussion and feedback focused on how well students have learned, processed, and applied course content. In several engineering courses, an ungrading method was applied, eliminating exams and some deadlines, and allowing students to assemble a portfolio demonstrating course mastery. Final grades were determined in discussion with the instructor. This presentation will discuss these ungrading efforts, student feedback, and recommendations for other instructors interested in applying an ungrading approach in their courses.
Presenter
Luke Landherr
Teaching Professor, Associate Chair of Undergraduate Studies
Chemical Engineering Department
College of Engineering
A Conversation about Grading
Abstract
Luke Landheer and Laurie Nardone will follow-up on their presentations by discussing and entertaining questions about alternative forms of grading.
Presenters
Luke Landherr
Teaching Professor, Associate Chair of Undergraduate Studies
Chemical Engineering Department
College of Engineering
Laurie Nardone
Writing Program Director, Teaching Professor
English Department Writing Program
College of Social Sciences and Humanities
Abstract
In 2022, the Foundation Year faculty in the College of Professional Studies shifted their professional development experience to embrace a Scholarship of Teaching and Learning (SoTL) lens. Faculty of differing roles and content expertise each formulated a curiosity, developed and refined a research question, collected data, and engaged in reflection. Our team examined how individual findings might inform our students’ learning experiences across the Foundation Year program. Many factors contributed to this change: heightened expectations of professional development; a revised faculty meeting schedule and structure; CATLR’s support through coaching, scaffolding and resources; and individual freedom in selecting topics to examine. This session will offer insight into replicating such a plan for your academic team. You will also hear from the Foundation Year faculty regarding individual projects, reflections on the SoTL process, and interpretations of how personal SoTL pursuits (and transparency of that work) contributes to a stronger program.
Presenters
Amy Lantinga
Teaching Professor
College of Professional Studies
Martha Loftus
Director, Foundation Year
Assistant Academic Specialist
College of Professional Studies
Esther Tutella-Chen
Assistant Academic Specialist
College of Professional Studies
Sean O’Connell
Associate Teaching Professor
College of Professional Studies
Fareed Hawwa
Assistant Teaching Professor
College of Professional Studies
Diane Perez
Assistant Academic Specialist
College of Professional Studies
Silvani Vejar
Assistant Academic Specialist
College of Professional Studies
Teaching Policy Analysis through Integrated Experiential Learning Projects
Abstract
This presentation will propose a framework for teaching policy analysis that relies on theoretical foundations, but continuously integrates practical application and experiential learning through client projects. I will illustrate the framework’s application through a proposed course structure that integrates learning the five-stage model, weekly team decision-making, writing project deliverables, a final paper, and a client briefing. This course format provides students with a rigorous analytical framework for tackling complex policy and management issues (on any topic) pertaining to the public and nonprofit sectors. The presentation will include best practices related to how course sections come together, handling client communication, conducting research, and other critical success factors. It will also include challenges related to recruiting clients and agreeing on an issue that is narrow enough to address comprehensively in the time allotted and that is not framed in a prescriptive way.
Presenter
Cristina Maria Stanica
Assistant Teaching Professor
School of Public Policy and Urban Affairs
College of Social Sciences and Humanities
The Impact of Feedback in Software Engineering Project Courses
Abstract
Providing quality feedback to students is a topic of great interest to universities but is often hard to do in practice. We have found that with proper structure and support, TAs in software project courses can offer effective feedback to student teams and consequently improve the quality of outcomes in these project courses. We analyzed the communication patterns between TA and teams using data collected from bi-weekly evaluations and found that feedback, particularly design and technical advice early on, can positively impact project outcomes. Moreover, project tracking after weekly scrums provides enough of a buffer to perform damage control when teams encounter roadblocks. Our analysis of TA feedback reviews by students suggest future steps that can be taken to improve the quality of feedback in software engineering/computer science project courses in general, whether that feedback comes from faculty or teaching assistants.
Presenters
Oscar Veliz
Assistant Teaching Professor
Khoury College of Computer Science
Jose Mari Ian Lou
Graduate Student
Khoury College of Computer Science
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 1:15 – 2:00 PM ET in the Interactive Poster Session.
Abstract
This poster focuses on a lesson created that helps students explore their positionalities in one class session. A necessary precursor to any work related to diversity, equity, inclusion, justice, belonging, and culturally relevant pedagogy is awareness of their own positionality and ability to recognize their social and cultural identity. This lesson allows for exploration in a guided yet creative facilitation. It is significant that I have conducted it in classes that were predominantly white, or very diverse, as a Brown, Muslim, Female faculty member. My own positionality may serve as a challenge in the work on positionality, yet I have been able to successfully engage students in this process through what I call a descriptor activity and a poetry exercise. These two components place the students in the center with one activity being outward facing and the other being retrospectively reflective across the spectrum of this work.
Presenter
Noor Ali
Assistant Teaching Professor
Graduate School of Education
College of Professional Studies
Abstract
As a current Northeastern doctoral student, this poster shares lessons learned from a recent course and the application of those ideas in practice as an instructor at the Singapore University of Social Sciences. My undergraduate elective, ECE 370 Introduction to Edible Education for Young Children, is attracting increasingly diverse learners. While originally designed for early childhood education undergraduates, recent cohorts have also included undergraduates with other majors and lifelong learners taking the elective as a standalone module. To reach students with varied educational backgrounds, work schedules and ideological perspectives, I updated the elective with numerous research-backed practices. These included guiding questions, value lines, coaching sessions, post-course self-mentoring prompts, and choice in assignments. Redesigning the course was a collaborative process, which incorporated insights from ECE 370 learners and community partners. Using thick description as evaluative evidence, I aim to share emerging insights gleaned from piloting the reworked course.
Presenters
Hui Wen Chin
Graduate Student
Doctor of Education Program
College of Professional Studies
Abstract
The purpose of this poster is to narrate the affordances and constraints in the use of several different syllabus formats including a graphic syllabus, course at a glance, and a liquid syllabus, as tools for instructors to consider as they communicate information about their courses. I draw on syllabi created for online doctoral courses at the Graduate School of Education and note changes made over time as a result of feedback from students, and my own reflections on practice. While graphic syllabi have been topics of exploration since the late 1990’s‚ (Grunert, 1997), I suggest that with a current institutional focus on making courses more inclusive (Addy et al, 2021) that sharing our course information in a way that is more invitational, understandable, and accessible to students is an important step toward making learning visible.
Presenter
Wendy Crocker
Associate Teaching Professor
Graduate School of Education
College of Professional Studies
Abstract
Providing healthcare through telehealth has become a mainstay in clinical practice. Clinicians have had to gain skill in providing health care in the virtual space across most clinical disciplines. The nurse practitioner curriculum had not traditionally provided student experience in telehealth prior to entering clinical rotations. This was identified as a gap in student preparation during the COVID-19 pandemic. The Telehealth Simulation was created as a response. Students receive both didactic and simulated learning experiences to prepare them for telehealth encounters in clinical rotations. The learning management system is used to simulate the electronic medical record, and students provide simulated telehealth visits via secure Zoom links. Telehealth competencies reflect nationally recognized nurse practitioner competencies for provision of health care via telehealth. The telehealth simulation can be replicated across various disciplines.
Presenter
Mary Lynn Fahey
Assistant Clinical Professor
School of Nursing
Bouvé College of Health Sciences
Abstract
The exponential growth of scientific literature presents a challenge for educators to stay current and effectively select readings for course syllabi. In this study, we propose a methodology to map the literature topology of a given field of interest using citation network analysis (CNA). As a case study, we apply our approach to the field of human aggression, which yielded approximately 7,000 papers. Graph-theory metrics were used to identify research communities, influential papers per community, and community interconnectedness. We also investigated whether our approach could address gender bias by analyzing the percentage of articles with women as first authors when identifying influential articles by community versus total citation count. Our findings showed that using community-based identification of influential articles doubled the percentage of articles with women first authors. Our CNA approach has the potential to provide valuable resources for educators across disciplines by identifying research communities and their most influential papers, assisting in the development of representative course syllabi, and promoting gender equity. Furthermore, our methodology can facilitate scholarship development and professional mentorship within a given field.
Presenter
Alessia Iancarelli
Graduate Student
Department of Psychology
College of Science
Abstract
This poster introduces a framework for approaching accessibility in your classroom that prioritizes the humanity of students. Even if you have never received a request for accommodation, statistically you have had a disabled student in your classroom (19.4% of undergraduate students and 11.9% of post-bac students reported having a disability, 2015-16, National Center for Education Statistics). Considering and increasing the accessibility of your instruction can greatly improve the experience for disabled (and not disabled) students. This work will offer both a reframing of how we as instructors think about accessibility, and tangible suggestions for improving the accessibility of your instructional experiences relying on the social model of disability and Universal Design for Learning theories. Anaya Jones is the Accessibility and Online Learning Librarian at Northeastern Libraries, guiding library efforts to increase the accessibility of information literacy instruction.
Presenter
Anaya Jones
Global Campus Outreach & Online Learning Librarian
Research & Instruction
Snell University Library
Abstract
Higher education is a recognized pathway to employment, one that is associated with lower unemployment and increased income (Vilorio, 2016). However, individuals with neurological differences experience high levels of unemployment or underemployment. This poster will present a three-part initiative that was implemented during an action research study to strengthen career preparation for students with neurological differences. With the goal of increasing professional employment outcomes for neurodiverse graduates, this poster will showcase the initiative of (1) curating online video resources to provide neurodiverse-focused professional development; (2) creating a foundational repository of employers who offer mature neurodiverse employment programs; and (3) developing an online neurodiverse career resource module that is available for students and graduates to access independently and anonymously.
Presenter
Paula King
Graduate Student
Doctor of Education Program
College of Professional Studies
Abstract
Flipped-classroom practices, adapted to design studio courses, free class time to center learning and reflection through engagement in hands-on practices of craft and the making of design artifacts. They have the added benefit of supporting the development of a collegial studio culture. Design studio courses, to some degree, have always resembled a flipped classroom model in their focus on active and experiential learning. A mainstay of design studio courses has been the design “crit”— a form of peer review in the culture of design practice. In design education, crit is often prioritized over other studio activities when space and time are limited. I hypothesize that crit is more productive as a conversation that begins where peers see each other making, developing tools and techniques, and exchanging knowledge through informal channels. When critique is isolated from making, students miss essential aspects of the work’s development where necessary designerly knowledge is found. My ongoing experiment with flipping a design classroom is intended to restore the culture of the studio while adapting crit to online and asynchronous modalities.
Presenter
Todd Linkner
Assistant Teaching Professor
Art + Design
College of Arts Media and Design
Abstract
Carey Noland and Roben Torosyan will showcase how they co-created an assignment and a grading rubric with an undergraduate class. Encouraging students to have direct input into assessment categories and weight allows them to express what knowledge and skills they feel are important to master and how they would prefer to demonstrate that mastery. Rubrics favor certain beliefs about what counts and what is important. For example, rubrics may inadvertently bias those who are not neurotypical by requiring eye-contact. The process of rubric co-creation allows students to anonymously express their concerns and preferences while the rubric is being generated. Results from the post co-creation assignment survey and discussion showed that the students were more invested in the assignment and had a more authentic engagement in the learning that went into completing the assignment. Participants realized how difficult it is to create a rubric.
Presenters
Carey Noland
Associate Professor
Communication Studies
College of Arts, Media and Design
Roben Torosyan
Senior Associate Director
Center for Advancing Teaching and Learning Through Research
Questions?
If you have any questions email [email protected].