2025 Symposium Schedule

We will open the symposium with a keynote address from Dr. Michele DiPietro, Executive Director for Faculty Development, Recognition, and the Center for Excellence in Teaching and Learning, Kennesaw State University.

01. Teaching in the Eye of the Storm: Recovering Ground in Turbulent Times

  

Location:
Ballroom III

Higher education is navigating a period of profound change. Financial crises, the looming 2025 enrollment cliff, unresolved pandemic burnout, threats to academic freedom, and the rapid emergence of AI all contribute to making the professoriate a stressful profession on par with much more perilous ones. These overlapping challenges have created a vortex of uncertainty and pressure for educators.
This keynote will explore how we, as members of academia, can remain grounded amidst these turbulent forces. Drawing on diverse perspectives, Dr. DiPietro will address strategies for moving forward while reaffirming the values and resilience that define the professoriate. Together, we will chart a practical path to navigate these challenges while strengthening long-term growth.

02. Fostering Empathy and Community: Harnessing the Power of Deliberative Dialogues in the Classroom

  

Location:
Circus

The concept of Deliberative Dialogues has been sweeping the nation as political tension continues to rise. ISU and the Center for Civic Engagement have been proudly facilitating these conversations since 2019 and recent research at the University shows just how impactful these conversations are. Join us to learn about Deliberative Dialogues, their impact, and how you can leverage them in your classroom to encourage empathy, community building, active listening, and identifying mutually agreeable solutions.

Presenters:
Paige Buschman, Center for Civic Engagement
Harriett Steinbach, Office of Research and Graduate Studies

03. Supporting a Growing Population of Community College Transfer Students

Location:
Old Main

The Illinois Board of Higher Education (IBHE) has predicted continued growth in the population of students that choose the transfer pathway from an Illinois community college to a public state university (IBHE, 2023). While Illinois is recognized as a national leader in facilitating transfer student success, data indicate that, on a broader scale, a significant proportion of community college students intending to transfer do not successfully matriculate to a four-year institution. This session will help participants become familiar with the Illinois community college context and barriers to successful transfer. In addition, participants will engage in discussion on best practices to support transfer students. 

Presenter:
Marci Rockey, Department of Educational Administration & Foundations

04. ‘Writing from the Heart' Activity as a Multimodal Composition Practice

Location:
Ballroom I

As students engagement continues to be a growing concern in writing-based classrooms, teachers often seek approaches that resonate with students both as individuals and as writers. Building an inclusive and equitable classroom encourages embracing multidisciplinary teaching strategies. This session introduces writing teachers to a heart-mapping activity derived from Narrative Therapy and Expressive Writing Therapy theories, in conjunction with the Cultural-Historical Activity Theory (CHAT) framework. Multiliteracies concepts and multimodal composition practices serve as a bridge between Art as Therapy theories and CHAT. When bridged, learners are expected to foster their 'Writing Identity' through this student/identity-centered approach. The class activity aims at guiding students through creating visual heart maps to explore personal experiences, memories, and places that they cherish, exploring their identity as writers and as learners. This activity allows students to express themselves through both visual and written literacy modes, making the activity not only accessible but also meaningful for diverse learners. This presentation offers educators a practical, multimodal composition strategy that actively engages students, promotes self-reflection on their learning and writing processes, and helps them develop their “Writing Identity.” 

Presenters:
Ola ElWassify, Department of English
Tianran Chen, Department of English

05. Implications of the Disappearance of Entry-Level Jobs for Curriculum Development

  

Location:
Ballroom II

The disappearance of entry-level jobs poses significant challenges for curriculum development, particularly in higher education. Entry-level positions traditionally provide a bridge between academic knowledge and practical skills, offering students a structured transition into the workforce. As these positions diminish, curricula must adapt to equip students with the competencies to immediately assume more advanced roles. This necessitates an increased emphasis on experiential learning, such as internships, capstone projects, and problem-based learning, to ensure students gain the practical skills and experience that were once acquired in entry-level roles. 

Additionally, curricula will need to incorporate more interdisciplinary and advanced skill sets, such as data analysis, automation, and digital literacy, that prepare graduates for complex tasks. The evolving job market may require a shift from narrow specialization toward broader skill acquisition to allow flexibility in career paths. Furthermore, the absence of entry-level jobs exacerbates the need for lifelong learning, compelling curriculum developers to design programs that emphasize adaptability and continuous education. 

In this presentation, I share insights from two curricular components (prototyping with microelectronics and with Artificial Intelligence tools) implemented in 100-level and 200-level Information Technology courses, aiming to address these concerns. 

Presenter:
Elahe Javadi, School of Information Technology

06. The Power of Empathy and its Impact on Equity, Diversity, and Inclusion

Location:
Prairie III

Research shows that both understanding others' perspectives (cognitive empathy) and feeling others' emotions (affective empathy) are decreasing, often linked to increasing societal divisions. This poses a challenge for educators trying to build a sense of community in diverse classrooms. This interactive session will explore the power of empathy, offering practical insights to create a more empathetic and connected learning environment. 

Presenter:
Angell Howard, Office of the VP Student Affairs

07. Considering Power: Building Trust in the Classroom through Labor-Based Grading Practices

  

Location:
Circus

How can an instructor establish trust with students who are used to a system of punishment (i.e. bad grades) for failure? What does it mean to foster community with young people entering adulthood who experienced pandemic-induced isolation as children? Reimagining evaluation strategies is the first step. Labor-based grading contracts have recently become more common, especially with Asao B. Inoue's 2022 book Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. Two ISU instructors share their experiences with labor-based grading practices that allow and encourage failure as a means of research. Additionally, they speak on community agreements that allow students to consider and shape supportive relationships in the classroom outside of the binary of friendship or transactional group projects.

Presenters:
Kitty Davies, Wonsook Kim School of Art
Ruth Burke, Wonsook Kim School of Art

08. Building Community and Rapport in Online Settings

  

Location:
Old Main

Online courses can provide students with much-needed flexibility and accessibility. However, they present distinct challenges for instructors who seek to build relationships and community. In this session, attendees will be provided with sustainable strategies for building rapport while providing clear and actionable feedback in online environments.

Presenter:
Meghan Kessler, School of Teaching and Learning

09. Radical Indigenous Writers: An Exploration of Survivance as Literary Theory and Praxis

  

Location:
Ballroom I

This presentation is inspired by a CIPD (Center for Integrated Professional Development) seminar titled "Indigenous Illinois 101." Participants were asked to think through ways to incorporate indigenous pedagogy and scholarship into their courses. The focus here is on how the presenter, a non-native woman, is exploring Gerald Vizenor's theory of survivance as a path forward. She argues the theory can address calls for attention in English Studies such as the anti-racist creative writing classroom, an expansion beyond the psychoanalytic approach to trauma studies, and a call for allyship in indigenous pedagogy. She offers an overview of these conversations, and argues that Vizenor's theory provides a bridge or intervention which allows for a more holistic curriculum. A multi-genre approach is offered that combines personal storytelling, Vizenor's theoretical perspective, and the poetry of indigenous writers such as Zitkala-Sa and Kimberly Blaeser. This hybrid approach is central to decolonizing methodologies. It is anticipated that Vizenor's theory is adaptable to courses in English Studies and beyond. Survivance functions as a lens through which we can understand not only Native American struggles of resistance but is applicable to topics such as: healthcare, prairie preservation, human trafficking, and native tribes in global context. 

Presenter:
Laura Sweeney, Department of English

10. Promoting Civic Agency through Deliberative Dialogue: Pre- and Post-Perceptions

Location:
Ballroom II

Teachers play a critical role in preparing young students to be active participatory citizens in a democracy (Parker, 2003; Payne, 2017). Their habits of acquiring socio-political knowledge and positive engagement in civic experiences could contribute to transformational pedagogies (Journell, 2013; Magill et al., 2020). This research examines 28 social studies teacher candidates' consumption of political information and changing perspectives after having a deliberative dialogue on a socio-political issue. Applying thematic analysis methods to the survey and field note data, the author finds preservice teachers' varying critical thinking skills and their improved civic agency and democratic pedagogies. The author discusses the critical factors in experiential civic learning and offers suggestions for fellow educators in turbulent times.

Presenter:
Xiaoying Zhao, School of Teaching and Learning

11. Making the Introductory STEM Experience Equitable: A Panel with Inclusive Excellence STEM Fellows

Location:
Circus

ISU's Inclusive Excellence STEM Fellowship is both an honor that recognizes commitment to broadening representation in STEM (science, technology, engineering, mathematics) disciplines, as well as support for faculty who wish to provide more equitable and inclusive instruction in foundational STEM courses. STEM Fellows participate in professional development and a summer institute to transform the introductory STEM experience at ISU, striving to make it more welcoming and supportive for first-year students. This session will be a panel session with the 2023-2024 Inclusive Excellence STEM Fellows, in which they share their reflections, course and pedagogical redesigns, and lessons learned from their Fellowship. The 2023/2024 cohort of STEM Fellows' work was inspired by Dr. Saundra McGuire's (2015) book, Teach Students How to Learn. Their redesigns encompassed a wide range of approaches, including explicit teaching on study strategies, bridging content to make instruction more relevant to students' majors, use of NearPod activities, peer instruction, and development of effective reading strategies. Questions from the audience will be welcomed.

Presenters:
Rebekka Darner, Center for Mathematics, Science, & Technology
Óscar Chavez, Department of Mathematics
Kyle Floyd, School of Biological Sciences
Gaywalee Yamskulna, Department of Mathematics
Mehdi Karimi, Department of Mathematics
Cindy Pulley, Department of Mathematics

12. Empowering Community Activism in the ISU Classroom

  

Location:
Old Main

In 2022-2023, students in ISU's "Symphonic Music" course and in "(Art) Media, Techniques, & Inquiry for Elementary & Middle Level School" course joined forces for the first time in an endeavor called the "Symphonic Diversity Children's Book Project," in which music and art students researched an under-represented symphonic composer and then wrote, illustrated, and published a children's picture book about that composer. The Project is in its second iteration now in 2024-2025 because of its transformational initial impact on both ISU students and children in the Bloomington-Normal community. Music and Art professors who oversee the project will provide background and context about the two-fold impetus that gave rise to this interdisciplinary community engagement project: the dearth of representation by people of color in children's books about classical music-and the concomitant lack of representation by young people of color choosing to enter classical music as a career-as well as the frustration of college students who want to be active in social justice work and need an avenue that fits their talents and passions. ISU alumni and current undergraduate and graduate students will explore their own experiences with the "Symphonic Diversity Children's Book Project," including not just the logistical details of creation and publication but also what they learned personally, socially, and interdisciplinarily. Through 2025, the project has operated with generous grant support; one of its commitments this year is to market and sell the books in order to self-fund the project when these courses are offered again in 2026-2027.

Presenter:
Allison Alcorn, School of Music
Kayla Hueneburg, Wonsook Kim School of Art

13. Film Curation and Exhibition as Pedagogy

  

Location:
Ballroom I

An important goal for instructors is to link course content delivered in the classroom setting to other contexts outside the university. When done effectively, building links between classroom and 'outside' world can help reinforce student learning, help with metacognition about the value of course content in relation to broader professional or personal goals, and also better situate students in the world in ways that will help them post-graduation. For faculty working in and with media, film exhibition - across classroom, theater, gallery, and screening spaces - is an important practice through which to build these connections. This session explores efforts by faculty across disciplines to incorporate film curation and exhibition into course curricula, including using films as crucial texts to convey content and develop critical analytical skills. This session identifies the benefits of such efforts, which includes incorporating students into film curation practice, utilizing films as vehicles for instruction given their ability to enliven class content, and further connecting courses to the broader community through shared exhibition spaces like the Normal Theater. Further, this session provides guidance to faculty who might want to utilize film screening more purposefully into their course design in order to improve learning outcomes and enhance classroom climate.

Presenters:
Andrew Ventimiglia, School of Communication
Brent Simonds, School of Communication
Lauren Bratslavsky, School of Communication
Livia Stone, Department of Sociology/Anthropology
Eric Wesselmann, Department of Psychology

14. Fostering Classroom Community through Engaged and Equitable Classroom Discussions: Learnings from Classroom Discourse Analysis 

  

Location:
Ballroom II

As instructors, it is imperative to attend to how we plan and facilitate classroom discussions; by creating space for students to talk with us and their peers about new disciplinary content, we have the opportunity to foster a supportive classroom climate, while also ensuring that students meet rigorous learning objectives. However, classroom interactions can be unpredictable and challenging to manage, whether due to unexpected student responses, long silences, or instructor feedback responses. In this session, three educators from the English Department will share how we gained understanding of our own teaching practices and began to transform classroom discussions in our courses through doing discourse analysis on recordings of unscripted classroom talk. We will discuss how we applied methods and theoretical frameworks of classroom discourse analysis (Rymes, 2016)-such as examination of feedback patterns, participation structures, and turn-taking sequences-as well as the ways in which student discussions improved once we began to use these insights to structure classroom discussions in new ways. We will share recommendations for educators from all disciplines, both about facilitating engaging and equitable classroom discussions, as well as about using the methods of classroom discourse analysis to research one's own teaching practice.

Presenter:
Kristina Lewis, Department of English
Md Didar Hossain, Department of English
Ziyu Jiang, Department of English

15. Cultural Richness and Academic Brilliance: Supporting Latine Students to Thrive

Location:
Prairie III

Latino students bring a wealth of cultural richness to our academic spaces yet are often underserved at our educational institutions.  How can we create a university setting that not only welcomes Latino students but also demonstrates a deep understanding and appreciation of their contributions to Illinois State University?  Our session will share the state of Latinos in higher education in Illinois, along with research on what Latinos and their families bring to the educational enterprise.  Participants will hear from three Latino students who will discuss their identities, culture, and educational experiences.  What courses and faculty members helped them connect to material and transform their thinking?  What challenges did they encounter along the way? We will identify ways to serve our students and help them thrive

Presenters:
Rocio Rivadeneyra, College of Arts and Sciences
Karina Leyva, School of Teaching and Learning
Marisol Nunez, Department of Geography/Geology
Arturo Pedroza, Department of Politics and Government

Take a break and enjoy a boxed lunch while connecting with colleagues. Use this time to share insights, exchange ideas, and build valuable connections.

16. The Identity and Integrity of the Teacher: A Process

  

Location:
Old Main

Building off the morning keynote, this interactive session invites participants to reflect on their values, identities, and the unique impact they make as educators. Together, we will explore the key elements introduced earlier, diving into strategies to stay true to our core principles despite the challenges in higher education. This session provides actionable insights to help you navigate your professional path with clarity and purpose.

17. Building a Learning Community in Calculus:  The Role of Peer Mentors

Location:
Circus

Math courses have a reputation for being challenging.  Some of the data on student performance confirm the notion for some math classes, including Calculus.  Part of the reason may be a mismatch between students' preparation and the course expectations.  Another aspect is that some people have a fear of math that may be based on past experiences or the general societal expectation that "math is hard."  The College of Arts and Sciences partnered with the Department of Mathematics to create a Calculus learning community using embedded learning assistants.  Our panel today will discuss their experience with the Calculus Peer Mentor Program from various points of view: a peer mentor, calculus instructor, and coordinator of the program.  What were their strategies for creating a sense of belonging in math?  What impact did the peer mentors have in the classroom?  What changes did faculty notice? Join us to learn how peers can transform the classroom by creating community and extra support for students.

Presenters:
Rocio Rivadeneyra, College of Arts and Sciences
Jackson Flemming, Department of Mathematics
Pal Karthikeyan, Department of Mathematics
Cindy Pulley, Department of Mathematics
Mohammed Karim Mrani Alaoui, Department of Mathematics
Emilia Toporkiewicz, Department of Mathematics

18. How a Student Ambassador Program Can Positively Impact Departmental Culture

Location:
Old Main

The Department of Special Education's student ambassador program has been a successful component of the department's student recruitment and retention strategy, but it has also had an important impact on undergraduate student engagement and community building.  While "SED Ambassadors" are utilized throughout the recruitment cycle, they also develop social events for students in the major, promote professional development opportunities, and actively engage in our departmental social media.  Their ideas, energy, and engagement have been essential to developing a positive student culture within the department, which in turn contributes to our student recruitment and retention efforts.  This strengthened student culture has increased collaboration throughout the College of Education and Registered Student Organizations, supporting connections to spaces where students are encouraged to explore social and service opportunities.  

This session will provide participants with the tools to develop their own student ambassador programs.  It will focus on how to effectively utilize student ambassadors for recruitment and retention, how to choose impactful student ambassadors, and how to finance these important programs. If departments already have similar programs, this session will also provide an opportunity for participants to contribute their own insights on how to successfully implement and organize such an ambassador program.  

Presenters:
Derrek Drenckpohl, Department of Special Education
Jane Koscielak, Department of Special Education
Taylor Hochecker, Department of Special Education

19. Language and Identity in Turbulent Times: Insights from Transnational and Multilingual Classrooms

Location:
Ballroom I

This panel explores how classrooms can support language diversity and student identity in today’s complex social environment. Presenters share personal stories, classroom strategies, and reflections on building (or fostering) inclusive teaching practices that value linguistic diversity.

Abantika Dhar shares her journey as a multilingual student from Bangladesh adapting to U.S. higher education in “Autoethnographical Narrative of Multilingual Writing,” highlighting the challenges of developing a translingual identity and the need for supportive teaching approaches.

In “Linguistic Justice in Turbulent Times,” Ridita Mizan and Sheilla Nelson examine promoting linguistic justice in first-year composition classes through genre studies and storytelling, encouraging empathy and inclusion. Drawing on their experiences as international instructors, they explore ways to connect classroom policies with both students’ and instructors’ diverse language needs.

Kountiala Some reflects on how societal biases influence language hierarchies and students’ sense of identity with “Bilingualism, Monolingualism, and the Language of Use.” Through personal and classroom experiences, Some discusses how language stratification affects students’ feelings of belonging and self-perception, encouraging educators to create a classroom culture that values all forms of linguistic expression. 

The panel progresses from personal experience to classroom practice to societal context, providing actionable insights on promoting inclusion through linguistic diversity.

Presenters:
Ridita Mizan, Department of English
Sheilla Nelson, Department of English
Kountiala Some, School of Teaching and Learning

20. Finding a CURE for Engaging Novice Researchers

Location:
Ballroom II

Undergraduate research is a high-impact educational practice resulting in positive learning and personal outcomes. However, access to faculty-mentored research opportunities for students is often limited, typically reserved for advanced students. Course-based Undergraduate Research Experiences (CUREs) create opportunities for larger numbers of diverse students to gain research skills. Unlike traditional lab exercises or classroom assignments with expected results, CUREs involve whole classes of students in addressing a research question or problem that is of interest to stakeholders outside the classroom. In 2024, The Office of Student Research sponsored the CURE Fellows Initiative to incentivize the creation of new CUREs. Three faculty members were awarded funding for their CUREs in a 100-level English course, 200-level geology course and a 300-level archeology course. Students in these courses engaged in authentic research that resulted in conference presentations, co-authored papers, and ongoing research endeavors. During this panel, OSR's 2024 CURE Fellows will describe their diverse CUREs and reflect on lessons learned that may be applicable to faculty hoping to develop their own CUREs. 

Presenters:
Gina Hunter, Office of Student Research
David Malone, Department of Geography/Geology
Shelby Putt, Department of Sociology/Anthropology
Autumn West, Department of English

21. Promoting Student Success through Faculty-Student Connections

Location:
Prairie III

Students who feel connections with faculty have reported higher self-assessments of belonging, which has a strong correlation with student success, as measured through GPA, retention, and graduation rates (Christe, 2013; Guzzardo et al., 2020). Even in large classes with students whose knowledge and skills vary, strategies to promote positive faculty-student connections can lead to improved learning outcomes and greater student success. 

In Fall 2024, student researchers collected data on perceptions of faculty-student connections from both ISU students and faculty members. ISU's student STEM Ambassadors will share recommendations based on the results of their study in a presentation and Q&A panel. Join us to hear suggestions from students for innovative ways student-faculty connections can be nurtured in introductory courses and beyond. 

Presenters:
Matthew Hagaman, Center for Mathematics, Science, & Technology
Rylie Swinford, Department of Geography, Geology, and the Environment
Dominika Brzegowy, School of Biological Sciences
Claire Campbell, Department of Physics

22. Ideas for Providing “Individualized” Study Advice

  

Location:
Circus

High structure in a course, particularly at the introductory level, has been shown to improve student success in the course for all students and can help make the course more inclusive (e.g. Hogan & Sathy, 2022). While we can be sure to provide this structure for assignments and expectations, how we provide this structure for students to "study" and help students learn to study presents a greater challenge.  When you teach a large course, it can be difficult as well to provide students with feedback and structure tailored to their individual differences and needs. In this session, I will share research-based ways for encouraging students to adopt effective study strategies and provide them with 'individualized' study tips in my large lecture course. These methods are designed to require minimal setup and result in little to no additional workload once implemented. Examples will be shared to modify, along with evidence of impact.

Presenters:
Sarah Boesdorfer, Department of Chemistry

23. Artifacts Foster Inclusive and Empathetic Learning

Location:
Old Main

In an age of technology where so much of life and learning takes place through screens, artifacts are a tangible representation of people before us and how they lived their lives. Using artifacts as teaching tools can deepen understanding about course content as well as foster inclusive and empathetic learning.  

Fashion-related artifacts from the Lois Jett Historic Costume Collection (LJHCC) at Illinois State University have been utilized in a general education world dress course to support student learning. While a variety of resources are used, ranging from first-person accounts and photographs to news stories and research articles, it is the textiles used and items of dress worn by people worldeide that have made the most significant impact on students.  

A key finding from student feedback about the use of artifacts in the course was that they appreciated and valued cultures more after interacting with the objects. Being able to use their senses to learn about the item made them feel more connected to the maker. The closer connection led to deeper understanding, which broke down barriers between students and previously unknown people.  

In this session a short activity with artifacts will be done to demonstrate their use in teaching. 

Presenter:
Jennifer Banning, Department of Family and Consumer Sciences

24. The Intersectionality of Multilingualism and Disability: Increasing Preservice Teachers' Knowledge

Location:
Ballroom I

Multilingual learners are often mis/overidentified in special education and are subject to bias due to a lack of educators' awareness and knowledge, resulting in educational inequity for multilingual learners labeled as disabled. To better support multilingual learners with disabilities, interdisciplinary collaboration among educators and specialists in special education, bilingual/ESL education, and speech-language pathology is crucial. In response, three faculty members in special education and bilingual/ESL education, organized a joint webinar for ISU undergraduate students in special education and ESL education to raise awareness and knowledge on this issue. The webinar, held over Zoom in Spring 2024, featured three experts presenting diverse topics on the intersectionality of multilingualism and disability. Pre- and post-survey data and concept maps were collected to examine changes in students' knowledge base and preparedness. Preliminary findings indicate that students gained a deeper and more specific understanding of important concepts, including translanguaging, Universal Design for Learning, referral and evaluation, and Augmentative and Alternative Communication (AAC). This session will also discuss implications for planning and implementing an inclusive webinar for undergraduate students. 

Presenters:
Melissa McGraw, Department of Special Education
Woongsik Choi, School of Teaching and Learning

25. General Education Engagement and Community Pop-Ups

Location:
Ballroom II

Let's celebrate the diversity and value of opportunities provided to our students through the general education curriculum. What works for you in your class? What great ideas do you have to help engage students in your general education courses? How do you advise or mentor students to appreciate opportunities and/or connections across the general education curriculum? This session is designed differently and requires audience participation. Anyone interested in sharing information can give 2-minute presentations on any topic of interest related to the general education community. Pop-up talks may include short research statements, examples of SoTL (Scholarship of Teaching and Learning) projects, upcoming meetings, workshops, or professional development announcements, collaborations with folks from ISU or other institutions, funding opportunities, interesting videos, new books, new teaching resources, etc. When the Pop-Up presentations are finished, we welcome additional discussions as time permits.

Presenters:
Lisa Tranel, Department of Geography/Geology
Jennifer Howell, Department of Languages, Literatures, and Cultures

26. Addressing Mental Health in the College Classroom

  

Location:
Circus

This research examines the effects of explicitly addressing mental health in college classrooms on student expectations of learning and faculty teaching evaluations. The SoTL (Scholarship of Teaching and Learning) literature generally supports the idea that professor humanization is useful for building a welcoming and comfortable classroom environment. However, none of these works investigate whether discussing mental health challenges in the classroom benefits either students or faculty. Using a survey experiment as an initial pilot study, I find that addressing mental health in class, regardless of the course topic, is associated with several positive indicators for student learning and class expectations. However, some potential gendered caveats exits, with women professors facing occasional backlash.

Presenters:
Kerri Milita, Department of Politics and Government

27. One Note, One Email: Opening a Line of Care and Communication on Day One

  

Location:
Old Main

This session will examine Carter’s work and SoTL (Scholarship of Teaching and Learning) studies that explore how faculty break surface tension and establish open lines of communication with students in their classes. The session will include a brief written component and a data-informed discussion. 

Presenter:
Greg Carter, Department of History

28. Qualitative Aspects of Instructional Voice through the Lens of Voice Clinicians

  

Location:
Ballroom I

Voice disorders due to vocal overuse and misuse disproportionately affect teachers compared to other occupational voice users. This issue has drawn clinical attention since 3.7 million teachers comprise the most significant group of heavy occupational voice users in the U.S. workforce (U.S. Department of Labor, Bureau of Labor Statistics, 2016; U.S. Census Bureau, 2010). Prevalence rates of voice disorders in teachers vary across studies (ranging from 4% to 57.7+%), but the consensus is that these rates are higher than in the general population and persist in both in-person and online teaching environments. 

This presentation summarizes a qualitative survey involving professors and student teachers who use their voices frequently to identify the nuances of vocal usage in a classroom. Relevant themes are identified across responses to develop beneficial tips for teaching professionals to encourage vocal health/hygiene throughout their careers. Thematic Analysis results build on existing research to deepen understanding of vocal hygiene practices specific to the teaching profession.  

This session will be relevant for teachers in all disciplines, as lengthy lectures are a component of many instructional positions. Attendees will gain strategies for maintaining a healthy, damage-resistant voice, ensuring both effective teaching and career longevity.

Presenters:
Santhosh Simon, Department of Communication Sciences & Disorders
Stephanie Burns, Department of Communication Sciences & Disorders

29. Innovative Experiential Learning: Building Cross-Disciplinary Teams and Engaging Industry Experts to Prepare Students for International Case Competition

Location:
Ballroom II

Experiential learning adds significant value to educational experiences; it increases student motivation and course engagement while focusing on developing students’ abilities and experiences (Kong, 2021). A case competition is a powerful, higher-order experiential learning format that is used not only in academic classrooms but during industry interviews and as continuing education in the workplace. This session will share the strategies for building successful cross-disciplinary teams to compete in international case competitions using the recent example of ISU International Food and Agribusiness Association (IFAMA) team consisting of agriculture and international business students who won the 2024 IFAMA Global Case Competition. The presentation will focus on effective strategies and innovative approaches used to prepare the team for the competition as well as share some challenges. 

Presenters:
Iuliia Tetteh, Department of Agriculture
Aslihan Spaulding, Department of Agriculture Economics, University of Kentucky
Barb Ribbens, Department of Management

Outstanding University Teaching Awards

Presentation of the 2024 Outstanding University Teaching Awards followed by 2025 Williams Outstanding Technology Service Award.
Awards Start at 4:45 p.m.

Reception

Enjoy drinks and hors d'oeuvres in the Prairie Room and interact with colleagues presenting posters. 

Posters

P01. Integrating Forensic Nursing Education into the Undergraduate Population Utilizing FITE

  

Forensic nursing education can help develop the future's well-trained, highly ethical nurses. Creating a community of empathy is essential, especially within our college campuses. Providing our undergraduate nursing students with a background in trauma-informed care will enhance their therapeutic communication and community health skills. 

Presenter:
Emily Erickson, Mennonite College of Nursing

P02. Walking a Mile in Their Shoes: Helping Students Develop Empathy through Experiential Learning

  

Discover how using Experiential Learning can support students in developing empathy for the populations they serve. 

Presenter:
Crystal Bricker, Mennonite College of Nursing

P03. Informal Campus Learning Spaces: Participatory Action Research Based Community Visions

In a participatory workshop, a diverse group of ISU community members evaluated the social affordances of underutilized campus spaces. We will connect current strategic directions to community members' campus experiences elicited using photovoice strategies and highlight key opportunities for exterior spaces to promote belonging and serve as learning resources. 

Presenters:
Elke Altenburger, Department of Family and Consumer Sciences
Reem Bagais, Department of Family and Consumer Sciences
Amy Bardwell, Department of Family and Consumer Sciences
Luke Russell, Department of Family and Consumer Sciences
Chang Su-Russell, Department of Family and Consumer Sciences

P04. Graduate Students' Civic Engagement: Paths from Passion to Future Careers

Graduate students from three academic programs addressed "wicked" problems through civic engagement projects with community agency partners. A recently redesigned graduate course, thanks to the Redesign for Civic Engagement workshop, helped graduate students ground in community and find their paths to future careers. 

Presenter:
Chang Su-Russell, Department of Family and Consumer Sciences

P05. Using Computational Exercises as Active Learning in Teaching General Astronomy

  

Results of incorporating spreadsheet-based computational exercises as an active learning instructional intervention in an astronomy course are presented. Computation improves understanding of concepts and mathematical expressions. Assessments revealed gains of up to 20% in TOAST correctness, 29% in LPCI correctness, and positive attitudes toward computational learning. 

Presenter:
Raymond Zich, Department of Physics

P06. Assessment of the Psychology Major

Our goal was to expand assessment for our BA/BS program in psychology. We administered an online alumni survey, in-person focus groups with graduating seniors, and an online survey of first-time-in-college (FTIC) psychology majors. Key outcomes about their experiences in the major will be discussed. 

Presenter:
Alycia Hund, Department of Psychology

P07. Assessing the ChatGPT Accuracy on the NCLEX: A Performance and Implications

An evaluation of ChatGPT's ability to understand nursing principles and accurately answer questions aligned with the National Council Licensure Examination (NCLEX).  Implications for its use as a tool in nursing education will be discussed. 

Presenters:
Myoung Jin Kim, Mennonite College of Nursing
Sandy Nielsen, Mennonite College of Nursing

P08. Radical Self-Love as a Pedagogical Tool?

  

As we embody inequality and unrest, we explore the power of radical self-love (Taylor, 2022) to increase empathy. Data from autoethnographies in a Sociology of the Body course demonstrate the practice of radical self-love as a basis for supportive learning space and our ability to affect positive social change. 

Presenters:
Adrienne Riegle, Department of Sociology/Anthropology
Sarah Sciba, Department of Sociology/Anthropology

P09. Promoting Preservice Teachers' AI Literacy and Human-Centric Decision-making Process

  

Explore strategies offered to preservice teachers while using AI to create educational plans like lesson plans and IEPs. This presentation discusses and shares implications for teacher educators to prepare teacher candidates to be AI-literate and responsible consumers with human-centered decision-making.  

Presenters:
Jeongae Kang, Department of Special Education
Soo Won Shim, School of Teaching and Learning

P10. Discussing Agricultural Policy and Programs Amongst a Diverse Population

  

Discover the outcomes of restructured content, feedback methods, and the outcomes of course improvements on agricultural policy. The course modifications stem from two workshops I took during the 2024 summer break; "Indigenous Illinois 101" and "Reinvent Your Course for EDIA."  

Presenter:
Michael Barrowclough, Department of Agriculture

P11. Enhancing Teaching Efficiency: Bridging UEC Requirements and Academic Goals

Explore practical strategies for aligning actuarial competencies with broader academic skills in university-level actuarial science education. Participants will learn how to balance Society of Actuaries (SOA) UEC requirements with college education goals to create a cohesive and efficient learning experience.  

Presenters:
Xing Wang, Department of Mathematics
Zhanyi Jiao, Department of Mathemtics

P12. The Effects of Divorce in the Classroom

  

Evidence suggests that a high proportion of people are affected by divorce. Learning about the impact of divorce on youth may benefit professionals mentoring students who have experienced divorce.  Becoming aware of the effects of divorce on youth can assist those in higher education to offer more empathy towards students.  

Presenter:
Julie Campbell, Department of Psychology

P13. Digital Scholarship at Milner Library

Digital Scholarship is a relatively new area of service for Milner Library, but digital scholarship projects have been ongoing at ISU for some time. This poster will highlight the ways that Milner Library is working to foster the digital scholarship community on campus through coordination, programming, advice, and other support. 

Presenters:
Sean Winslow, Milner Library
Rebecca Fitzsimmons, Milner Library