Conference Schedule

Abstract: Technologies including mobile computing, computer-mediated online assessments, online test banks, and even AI writing systems have drastically changed the factors that lead to academic honesty violations. Faculty members must calibrate their policies and expectations to adapt. It is essential that they communicate to students how to maintain academic integrity and avoid accusations of academic dishonesty. This session will provide faculty members with an overview of the academic honesty policy and the process to follow when an academic honesty violation occurs. It will proceed to an interactive discussion in which participants will consider hypothetical scenarios based on actual academic honesty violations.

Abstract: I reflect on my experience with “student interviews” for mathematics classes which I developed during remote teaching as an alternative to exams via “lock-down browsers”. In addition to routine exercises, I periodically created problems requiring slightly deeper analysis. To solve these, students were free to use any resources whatsoever and were free to collaborate. I scored the written solutions in a conventional manner and held 20-minute interviews with each to discuss the paper. Though time-consuming and sometimes uncomfortable, this proved to be extremely valuable to me and to the students, in ways I shall discuss in the talk.

Abstract: In this session, participants will explore the SAMR model for technology integration and engaged learning experiences for their classrooms. SAMR is the acronym for Substitution, Augmentation, Modification, Redefinition. Examples of aligning various web-based applications with Bloom’s Taxonomy and higher order thinking skills will be demonstrated. Participants will construct learning outcomes aligned with activities and formative assessment practices using the SAMR model and web-applications.

Abstract: Small teaching changes are modifications to your teaching practice or course design that you can implement in your courses immediately that lead to positive change without major revisions (Lang, 2016). This presentation is structured as a series of lightning rounds in which faculty from several disciplines discuss one small teaching change they have made as part of their work in the ACUE Effective Teaching Practices course. Following the lightning presentations, there will be an interactive group discussion exploring effective teaching practices.

Abstract: We envision describing our collaborative action-research project. We briefly explain an action research project conducted during Fall 2020 where we showed empathy and caring to our students through using UDL guidelines and in other ways. We detail what we, and our students, think were successful, and less successful, ways in which we were able to empathize and care for our students and their engagement and learning in the course. We will give suggestions on how other post-secondary instructors could use our learning experiences and facilitate a discussion so attendees can reflect on ways that they can, and do, show empathy and caring to their students.

Abstract: Are you looking for creative, collaborative ways to introduce your students to inclusion, diversity, equity, and access (IDEA) topics? Faculty from BGSU’s Food and Nutrition program will share their approach of linking interactive course-based discussions surrounding IDEA topics to a cross-curricular mentorship program between first-year and upper-level students. You will also be invited to share your own strategies for maximizing student discussions about IDEA topics.

Abstract: Interteaching is a behavioral-based approach to teaching and learning within higher education (Boyce & Hineline, 2002; Brown et al., 2014; Gayman et al., 2018). This session will provide information on the key components of the interteaching framework. Additionally, personal experiences of applying interteaching within both undergraduate and graduate courses at BGSU will be discussed, along with student performance data and student social validity responses. The session will end with a guided reflection on how interteaching may work within participants’ courses.

Abstract: The Student Learning Analysts (SLAs) are a group of undergraduate students who work for the Office of Academic Assessment on assessment projects. SLAs are involved in all aspects of the assessment process including project development, implementation, analysis, and reporting. During this session, the SLAs will present their Fall 2021 assessment projects - Connecting Course Curriculums and Career Path Perspectives.

Abstract: Have you ever felt unsure of how to act at a business networking event? Apprehensive of how to start a conversation? Skeptical of expected nonverbal communication? This presentation covers seven units that are strategically designed to help individuals present the best versions of themselves in a professional networking context. These units are titled as follows: dress and self-presentation, meetings and greetings, conversations, dinning etiquette, nonverbal communication, communication technology and image management, and thank-you notes. Presenting best practices of professional networking etiquette allows participants to develop an educated consideration of self-presentation at their next networking event.

Abstract: The purpose of this presentation is to share results of a recent Lesson Study focus project on the high leverage practice of leading a discussion. Participants will explore the lesson study protocol and collaborate with session participants to brainstorm topics of interest for future lesson study research. Participants will discover opportunity to integrate inclusive education practices in their future courses.