1-101-1 // Let’s Have the Talk: Using AI to Practice Professional Communication Skills in Healthcare
TYPE: Learning Stack (15-20 minutes)
Presenter: Molly Meyer – Assistant Professor; St. Charles Community College
Audience: Higher Education
Time and Location: 12:15 – 1:00 p.m.; Room 101
“Let’s Have the Talk” was a simulated activity for Medical Assisting students to practice and hone communication skills with an interactive patient, in a low-risk environment. This project combined both an interactive image as well as an AI chatbot to recreate tough and sometimes uncomfortable conversations that are difficult to role-play with peers.
1-101-2 // Transforming Classroom Education with Simulation Debriefing Practices
TYPE: Learning Stack (15-20 minutes)
Presenters:
Dr. Corrie Dudley – Associate Professor of Nursing; Southeast Missouri State University
Laura Schumpert – Southeast Missouri State University
Audience: Higher Education; K-12 Education
Time and Location: 12:15 – 1:00 p.m.; Room 101
Simulation debriefing, a cornerstone of nursing education, fosters reflection, critical thinking, and knowledge retention by bridging theoretical concepts with clinical application. While traditionally used in clinical settings, this presentation explores innovative strategies to integrate debriefing techniques into classroom education, transforming passive lectures into active, engaging learning experiences. Attendees will gain practical tools and frameworks for applying debriefing methods to enhance student learning, and satisfaction.
2-101 // Empowering Learning: Redesigning Curricula through Competency-Based Instruction
TYPE: Standard Session (45 minutes)
Presenters:
Dr. Elizabeth Cudney – President; Cudney Consulting, LLC and Professor of Data Analytics; Maryville University
Becky Lopanec – Senior Instructional Designer; Maryville University
Audience: Higher Education
Time and Location: 1:15 – 2:00 p.m.; Room 101
This presentation will present an approach for redesigning a foundational course in a data analytics program, aiming to transition it into a self-paced, competency-based learning experience. The objective was to provide students with a structured yet flexible learning environment to master core skills essential for success in the data analytics field. Guided by competency-based learning principles, the redesign identified critical skills required for data analytics professionals, including statistical analysis, data wrangling, visualization, and programming in Excel, Power BI, SQL, R, and Python. The methodology employed a mixed-methods approach, combining qualitative industry needs analysis and quantitative student learning outcomes assessment. Assignments were revamped to align with industry standards and real-world applications closely. The successful implementation of the self-paced, competency-based learning model empowers students to progress through the material at their own pace, demonstrating mastery of key concepts and skills. Redesigned assignments, grounded in industry data and best practices, provide practical experience and deeper understanding. This approach showcases the application of competency-based learning principles in course design, offering students an effective and engaging learning experience while ensuring alignment with industry standards for success in data analytics.
3-101 // Getting Students Talking: Building Engagement and Community in the Classroom
TYPE: Standard Session (45 minutes)
Presenters:
Dr. Brianna Anderson – Assistant Director; Center for Teaching and Learning; University of Missouri-St. Louis
Dr. Ana Quiring – Learning Innovation Specialist; Center for Teaching and Learning; University of Missouri-St. Louis
Audience: Higher Education
Time and Location: 2:15 – 3:00 p.m.; Room 101
Research shows that getting students talking in the classroom is an important aspect of their overall academic success. In this session, we will introduce and practice strategies for building student engagement, giving discussions structure, and making everyone feel comfortable sharing. We use the technique of the “four corners debate,” which invites students to work collaboratively to make a strong argument.