Abstracts – Room 125

KEYNOTE: Impacts of High Structure Course Design on STEM Education

TYPE: Keynote Session

Presenter: Dr. Justin Schaffer – Associate Dean for Undergraduate Studies and a Teaching Professor in Chemical and Biological Engineering and in Quantitative Biosciences and Engineering at the Colorado School of Mines

Time and Location: 10:00 a.m. – 11:30 a.m.; Room 125

RESOURCES:

WATCH VIDEO (PANOPTO)

Calls for using evidence-based pedagogies have been expanding in the past decade so as to improve student learning and outcomes. High structure courses are designed to do just that as they prepare students to be actively engaged in the learning process via pre-class content acquisition and formative assessment, in-class active learning and problem solving, after-class review and formative assessment, and frequent summative assessment. Significant literature has showed high structure courses in a variety of STEM disciplines to be efficacious as students show increased performance, performance gaps are narrowed or closed, and students feel more belonging. Attendees will leave this session with the knowledge, skills, and resources necessary to design their own high structure course from scratch or to modify an existing course into a high structure course.

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2-125 // Strategies for Increasing and Interpreting Student Feedback Surveys

TYPE: Standard Session (45 minutes)

Presenters:
Dr. Jen McKanry – Assistant Director; Center for Teaching and Learning; University of Missouri-St. Louis
Emily Litle – Learning Analytics Coordinator; University of Missouri-St. Louis

Audience: Higher Education

Time and Location: 1:15 – 2:00 p.m.; Room 125

RESOURCES:

Strategies for Increasing and Interpreting Student Feedback Surveys (GOOGLE SLIDES)

End-of-course student feedback surveys, sometimes called course evaluations, are often a sore point for faculty who do not see them as valuable or feel threatened by them as they are often tied to promotion, tenure, and hiring decisions. We propose to reframe the conversation by considering literature on increasing quantity and quality of student responses. UMSL recently completed an institution wide standardization of our end-of-course student feedback surveys, and in this session will share our toolkit to guide faculty on implementing these strategies, as well as a walk through of how to interpret often opposing or oppositional feedback received from students. Our session will include real samples of feedback on teaching and practice activities coding responses to help attendees make actionable sense of the feedback.

CLOSING PANEL SESSION:
Effective Teaching Strategies to Support Student Learning: Award Winning Faculty Perspectives

TYPE: Closing Panel

Moderator: Dr. Irina Ivliyeva – Curators’ Distinguished Teaching Professor of Russian;
Chair of Arts, Languages, and Philosophy; Missouri S&T

Panelists:

Dr. Ryan Cheek – Assistant Professor of English & Technical Communication; Missouri S&T
Dr. Jason Furrer – Associate Teaching Professor in the School of Medicine Department of Molecular Microbiology and Immunology; University of Missouri-Columbia
Dr. Amber Henslee – Associate Professor of Psychological Science; Missouri S&T
Dr. Joshua Schlegel – Associate Professor of Nuclear Engineering & Radiation Science; Missouri S&T
Dr. Jillian Schmidt – Associate Teaching Professor of Mechanical & Aerospace Engineering; Missouri S&T

Time and Location: 3:15 – 4:30 p.m.; Room 125

RESOURCES:

WATCH VIDEO (PANOPTO)

Using the framework of the National Survey of Student Engagement Indicators, teaching award winners from S&T and/or across the UM System offer insights on dealing with academic challenges, provide examples of effective teaching strategies across various disciplines and classroom formats, and share ways to implement impactful teaching practices that help students to focus on learning.