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2018 Teaching and Learning Conference

Fredonia's 12th Annual Teaching & Learning Conference

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Innovative Teaching for Everyday Learning

Monday, August 20, 2018
8:00 am - 4:00 pm 
Williams Center 
State University of New York at Fredonia
Fredonia, NY

(Registration: $10 for Fredonia faculty/staff, $5 for presenters, $25 for non-Fredonia faculty/staff)  

This year's conference focuses on cultivating learning environments that strengthen student engagement and motivation. The conference has organized presentations in a variety of themes, from learning strategies to technology supports that optimize student learning. Guided by action-provoking messages from both our keynote speaker and our session presenters, we are certain that you will be able to elaborate on your own student-focused teaching and support work.

Conference Agenda:

8:00 - 9:00 am: Sign-In and Refreshments, Williams Center Multipurpose Room
9:00 - 9:15 am: Welcome & Opening Remarks
9:15 – 10:45 am: Keynote Address presented by Dr. Kevin Gannon
10:45 – 11:00 am: Break
11:00 am – 11:50 am: Breakout Sessions
12:00 – 1:00 pm: Lunch
1:00 - 1:50 pm: Breakout Sessions
2:00 – 2:50 pm:  Breakout Sessions
2:00 – 3:50 pm:  Breakout Sessions

Morning Sessions: 

Keynote: Power, Motivation, and Inclusion in the College Classroom presented by Dr. Kevin Gannon

In this interactive session, participants will be encouraged to examine through a lens of inclusion the ways in which they both conceive and teach their courses. Using research on student motivation, emotional regulation, and power dynamics, we'll consider how we might employ a pedagogy that fights structural inequalities while engaging and motivating all of our students. Participants will come out of this session with a deeper understanding of what an Inclusive Pedagogy looks like for their particular context, as well as evidence-based practices that they can implement into their courses. 

Kevin Gannon Keynote Presenter
About the Keynote Speaker: Kevin Gannon, Ph.D. serves as Director of the Center for Excellence in Teaching and Learning (CETL) and Professor of History at Grand View University in Des Moines, Iowa, where he has taught since 2004. He was previously the program coordinator for the New Student Seminar and the History Department Chair. His teaching, research, and public work (including writing) centers on critical and inclusive pedagogy; race, history, and justice; and technology and teaching. He writes for Vitae (a section of The Chronicle of Higher Education), and his essays on higher education have also been published in Vox and other media outlets. He is currently writing a book called Radical Hope: A Teaching Manifesto, which will be published by West Virginia University press as part of their Teaching and Learning in Higher Education series, edited by James M. Lang. He is also working on a textbook for the US Civil War and Reconstruction eras for Routledge. In 2016, he appeared in the Oscar-nominated documentary 13th, which was directed by Ava DuVernay. 

Breakout Sessions: 11:00 - 11:50

Using Video to Facilitate Peer Coaching in the Classroom
Jessica Gugino, Assistant Professor, Curriculum & Instruction, Fredonia
Williams Center S204A

The benefit of video-supported feedback has great promise as an educational tool in the classroom (e.g. Nagro & Cornelius, 2013). It facilitates specific evaluations of performance that can be both engaging and motivating for students. Providing students with this type of formative feedback, however, can be challenging. High student to teacher ratios and time commitment are common deterrents.  This workshop will introduce participants to a type of peer coaching where students use performance video to provide each other with formative feedback. This occurs in three phases: 1. Model and practice the skill, 2. Practice coaching the skill and check fidelity, and 3. Monitor coaching sessions. Participants will learn how video-facilitated peer coaching can be woven into existing coursework and learn the logistics behind implementation.

Experiential Learning – It’s a Family Affair
Wendy Wright, Associate Chair, and Shihyun Noh, Assistant Professor, Department of Public Administration, College at Brockport
Williams Center S204B

Our department has worked with community leaders in healthcare, government, and nonprofits for over 3 decades and in many cases, we are now working with former students. Experiential learning is usually associated with internships, but we think it is so much more. Some of the professors in the department have already designed assignments around the needs of community organizations. Now we want to formalize these relationships. The presentation will include a short background on the benefits of experiential learning, a short discussion of the process of working with organizations including several experiential models, and finally having the participants take part in a group exercise.

Biology Department Student Ambassadors
Scott Medler, Associate Professor, Biology, Fredonia
Williams Center S204C

Many of our new students struggle, both personally and academically, as they transition from high school to college. The Biology Department has developed a Student Ambassador program for incoming Freshman to address this challenge. This program was first implemented in the fall semester of 2016 and matches small groups of new students with an experienced student mentor. Our goal is to help incoming Freshman and transfer students ‘hit the ground running’, so they have the best opportunity to be successful. In addition to meeting with students each week, Student Ambassadors attend a weekly pedagogy class where we discuss approaches to learning and debrief about student challenges and concerns. This is a Peer-Led Team Learning model that has been used successfully at other universities across the country. In this session, I will present an overview of the Student Ambassador program in the Biology Department and lead a discussion about strategies to improve our Freshman student success and retention.

Ethical writing in today’s copy-and-paste world: Challenges and opportunities
Kathleen Gradel, Professor, College of Education, and KimMarie Cole, Associate Professor, English, Fredonia
Williams Center S204D

This session reviews strategies functional in courses requiring students need to write almost anything: papers, online discussions, reflections, research summaries, and even opinion pieces. We’ll talk about ways to empower student “skin in the game” as they build a repertoire of responsible writing behaviors, along with functional strategies for instructors to use. This is not a session on using just Turnitin!

Launch Your Business!  Inspiring Everyday Entrepreneurs 
Sherry Tshibangu, Associate Professor, and Kathleen Borbee, Associate Professor, Business Administration & Economics, Monroe Community College
Williams Center S204E

In the Fall of 2017, Monroe Community College and the MCC Foundation announced a New initiative, Launch Your Business! (LYB!). This was made possible by generous supporters of the MCC Foundation and backed by a multi-year pledge of $250,000.  This program provides an opportunity for MCC students from all disciplines to turn a great idea into a successful business for Greater Rochester. 
    In April 2018, nineteen MCC student entrepreneurs pitched new business ideas.  Judges selected six students to receive scholarships, free admission to attend program-associated courses at MCC’s Corporate College this summer, exclusive access to business mentors, and a chance to compete for up to $50,000 in venture funding this fall.  During this session, we will outline how we are implementing this program and share the lessons we are learning along the way.

12:00 – 1:00 pm: Lunch, Williams Center Multipurpose Room

Breakout Sessions: 1:00 - 1:50

Advising as Coaching: Teaching College Students to Be Creative (Self-Directed) Learners
Amanuel Malik, Academic Advisor, Academic Foundation, Monroe Community College
Williams Center S204A

University professors fulfill the teaching and learning mission of their respective institutions of higher education by challenging college students to be engaged members of their learning environment, by coaching them to think critically about their responsibilities as students, and by preparing them to be productive members of a global community. Stated differently, college instructors are partly responsible for influencing and facilitating students' decision-making process about their learning and personal development outcomes. This interactive workshop is designed to inspire college educators to take action for their professional practices, and in so doing, hone their leadership or coaching skills. It focuses on implementing effective advising-as-coaching strategies through the evaluation of a few case studies. Participants should be able to empower students to make informed decisions and hence impart critical life skills that will eventually enable them to achieve their life and career goals.

Using BreakoutEDU and Escape Rooms in the Classroom
Lara  Herzellah, Senior Assistant Librarian, Reed Library, Fredonia
Williams Center S204B

Learn about the use of gamification in classroom instruction, specifically through the use of escape rooms. Game-based learning motivates learners and builds problem-solving skills, while also achieving learning outcomes. I will focus on my use of BreakoutEDU, a learning game platform that uses escape room mechanics to encourage critical thinking, teamwork, communication, and creativity. See how BreakoutEDU and escape rooms can be aligned with your learning outcomes and effectively used as a teaching technique.

Creating Accessible Syllabi
Lisa Melohusky, Online Learning Coordinator, and Laura Schrader, Instructional Designer, Online Learning, Fredonia
Williams Center S204C

One of the first documents we ask our students to access in our course is the syllabus. When posting in an LMS this access occurs prior to us knowing our students and their needs. To ensure your syllabus is accessible to all students certain steps can be taken prior to posting. This session will discuss the most critical points of creation for an accessible syllabus. This will include how to structure a document using styles and headings, the use of tables, colors, and saving the file to post electronically. Bring your own device and syllabus if you would like to work along with us. 

Think-Pair-Share in a Digital Classroom
Michael Dunham, Assistant Professor, Physics, Fredonia
Williams Center S204D

Think-Pair-Share is a well-known technique to engage students in a classroom, to encourage peer learning and interaction, and to allow both students and instructors to identify and correct misconceptions. However, the classic version of think-pair-share does not work well in very large classes, or in quiet classes with students who are reluctant to speak. Furthermore, it does not preserve a digital record of the outcome of the activity, an important limitation preventing the assessment of an activity that does take up a significant amount of precious in-class time. I will present a modified approach to think-pair-share using student response technology ("clickers") that has been developed for a large, 100-student introductory physics lecture. Significant time will be left available to open discussion on extending this approach to classes in varied disciplines, with various enrollments ranging from small to large, and with alternative forms of technology.

Service Learning & Community Engagement-Connecting Students with Intellectual Disabilities to Jobs
Kathleen Borbee, Associate Professor, Business Administration & Economics, Monroe Community College
Williams Center S204E

This session outlines the process of creating a Service Learning project that focuses on a program involved with students with intellectual disabilities. Student final projects presentations will be reviewed to show that these projects have the additional benefit of bridging diverse learning styles. The younger “digital native” students think and process information fundamentally differently from their predecessors. The “digital immigrants” or returning adults have learned to adapt – some better than others. The benefits of these projects are many: the organization receives assistance with a pressing need; course details are enhanced with inventiveness and big-picture thinking; students are able to develop ideas that create value for the client, while they invest in the community and see their hard work have tangible significance; and a strong partnership is developed with the educational institution. This is the quintessential connection of academia with the “real world” and creates an environment that uses the whole brain in a new way of thinking about a future that has already arrived.

Breakout Sessions: 2:00 - 2:50

Hands on OER Adoption: Experiences in Designing OER courses
Sophie Forrester, Senior Assistant Librarian, Reed Library; Michael Jabot, Professor, Curriculum & Instruction; and Roslin Smith, Associate Professor, Communication and Junaid Zubairi, Professor, Computer & Information Sciences
Williams Center S204A

Open Educational Resources (OER) provide students with access to quality, affordable educational content. These resources can include textbooks, course readings, and other learning content, such as simulations, games, quizzes, and assessment tools. Not only are OERs adaptable for many courses and disciplines, but according to recent studies, they also improve learning because students have access to the necessary course materials when they need it.  In this session faculty from several disciplinary backgrounds will share their experiences with OER adoption in their courses.

Are You Prepared for the Coming Changes in Higher Education?
Dale Hartnett, Interim Director (Emeritus), Center for Excellence in Learning and Teaching, College at Brockport
Williams Center S204B

Since 1980, nearly every sector of the American economy has undergone disruption from a variety of social, technical, economic and political sources. Yet, somehow, higher education has not been hit (yet). This session will examine disruption, explore ways that those of us in higher education might be impacted, and how we might react. Participants should come with an open mind and a long-term view. Prepare to be challenged and to challenge others as we look into our crystal balls to determine what disruption might mean for higher education and how we might react. In this session, we will review disruption in our society, examine factors that could lead to disruption, and invite participants to discuss ways that we might prepare for disruptions or even become disruptors in higher education.

#EmTechMOOC: Enhance Your Own Professional Development and Supplement Your Students’ Learning Activities
Roberta (Robin) Sullivan, Online Learning Specialist, Center for Educational Innovation, University at Buffalo
Williams Center S204C

The Exploring Emerging Technologies for Lifelong Learning and Success Massive Open Online Course (#EmTechMOOC) is targeted to instructors, staff, and students to help identify the value and implications of using emerging technologies for personal and professional growth. Learners also gain lifelong learning strategies to keep pace with technology change. MOOC participants explore and reflect on innovative and creative uses of emerging technologies through exploration and hands-on activities. This project consists of two parts; #EmTechMOOC and EmTechWIKI. The MOOC provides a supportive environment for dialogue and sharing among participants. EmTechWIKI is a socially-curated discovery engine for exploring technology tools, tutorials, and resources. EmTechWIKI is used in the #EmTechMOOC discovery exercises, but it is also available as a stand-alone resource. We will discuss how to integrate this Coursera-based MOOC into your personal professional development plans and how to implement MOOC activities into coursework to supplement students’ learning. Participants build an ePortfolio as a culminating project to highlight their learning. See: http://suny.edu/emtech

History Comes Alive Through Insights from other Disciplines: The past Mirrored in our Daily Living?
Njeru Murage, Associate Professor, History, Monroe Community College
Williams Center S204D

Many students find the study of history irrelevant to their everyday life. The approach that I take is designed to help them see clearly that the content of history is the same as the content of our everyday living. Students learn that they are not individuals as they might think. Using the insights of psychology, sociology, anthropology, political science and world religions, students are shown that their thoughts are not personal, that they are part of group thinking which was established long ago. Attention is drawn to the legacy of history that shapes the daily lives of all of us. For example, a discussion of how hierarchical social structures were first established is followed by reflecting on the effect social stratification has on our daily lives today. We learn how each one of us is conditioned to identify with a particular nation, religion, political party or racial group--all of which shape our thinking, feeling and actions. Students are encouraged to be aware of what is actually going on right now in their inner lives in order to understand history and how an understanding of the past helps them to know why, for example, they have stress, fear, anger, jealousy, frustrations, and conflicts in their personal relationships.

Internationalizing Your Curriculum with Collaborative Online International Learning (COIL)
Sherry Tshibangu, Associate Professor, Business Administration & Economics, Monroe Community College
Williams Center S204E

The movement toward a more interconnected world economy (globalization) is real. COIL has been an excellent way to provide students with a global perspective. Having them work together in cross-cultural teams has brought real-life learning experiences to the classroom. Many of them have learned the value of working with individuals with different views. In September 2018 Professor Tshibangu will implement the third revision of The International Joint Venture Project with her Mexican Partner, Dr. Christine McCoy. The project required students to select a country to market a product of their choosing, create a logo and create an advertisement that was culturally appropriate. Professor Tshibangu will discuss the challenges faced while implementing the first and second version of the project; lessons learned such as the importance of being flexible, simplifying instructions, streaming the communications process and giving students more time to get to know their international partners. Finally, she will share valuable lessons students learned from their COIL experience.

Breakout Sessions: 3:00 - 3:50

Who said OER was for just faculty authors?... Strategies for introducing your students to open learning
Kathleen Gradel, Professor, College of Education, Fredonia
Williams Center S204A

OER...Is there a place for student authorship in this process? Are there potential benefits for involving students in the authorship chain? How do OER opportunities mesh with open pedagogy? This session features a few real examples of service learning projects accomplished by Fredonia students, featuring the strategies and tools used. Collaterally, the session highlights recommendations for cross-discipline initiatives. Participants will leave with a "cheat sheet" of start-up steps and resources.

Using technology for international collaboration through collaborative online international learning (COIL) courses
Ann Giralico Pearlman, International Coordinator/Senior Instructional Designer, Center for Global Education and Engagement, and Jie Zhang, Associate Professor, Education and Human Development, College at Brockport
Williams Center S204B

In today’s global society, higher education institutions are charged with preparing students to be world citizens who possess holistic perspectives on diverse international cultures. Many colleges and universities in the United States of America actively seek international partners to offer technology enhanced global networked courses. All members, including faculty, instructional designers, information technology support staff, and administrators, in the partner institutions play essential roles in developing and delivering international networked courses. The presenters will share the journey and offer faculty preparation and course development models. They will discuss and reflect the use of technology, best practices, barriers and challenges they have learned as they collaborate globally, develop international curricula, team teach with colleagues from diverse culture and linguistic backgrounds, and produce meaningful learning outcomes. The presenters will also facilitate interactive discussion to engage the participants in connective technology and in exploring ways to make COIL sustainable at both course level and institutional level.

No More Excuses: Make the Video!
Laura Schrader, Instructional Designer, and Lisa Melohusky, Online Learning Coordinator, Online Learning, Fredonia
Williams Center S204C

Adding both informal and formal videos to your course enhances instruction and engages your students. A myth exists that it is challenging and overly time consuming to create and add videos to your course. During this session, we will demo a minimum of four tools that can be used to create videos. We will compare their pros and cons, and help you select the right tool for your needs. Bring your device, either laptop or mobile so that you can work alongside us during the session.

Application of active learning: Flipped classroom, JigSaw, and Kahoot it.
Denisa Talovic, Associate Professor, Nursing, SUNY Broome Community College
Williams Center S204D

The flipped classroom concept promotes the independent study of the students before coming to the classroom and using the classroom time for the activities where the knowledge is applied and further explored. The Jigsaw classroom approach sets the students to become ‘experts’ in their assigned part of the lecture and then share their knowledge with other students. They teach each other and get more comfortable with the content. This approach builds teamwork and independence. “Kahoot it” application serves as a tool to assess the group knowledge about the concepts explored in the classroom. Combined these three methods make a classroom very active and engaged. Participants will:
- Define, describe, and discuss the flipped classroom approach
- Identify free and paid screen capture applications for preparation of class materials 
- Participate in a jigsaw classroom teaching approach 
- Participate in the session with Kahoot It, an interactive application for classroom assessment 
- Identify the classroom content where these techniques could potentially be used