Provost’s Showcase of Scholarly Teaching Program

Abstract: In two large biology lecture courses (250 students each), I allowed students to create and use a one-page cheat sheet for unit exams. The cheat sheets were limited to a single 8.5 x 11 sheet of paper, front and back. I advised students to work on their cheat sheets outside of class through multiple iterations, and to add any information they felt was important to aid in their exam to the cheat sheet (figures, definitions, slides, etc.). After each exam, I asked students to upload their cheat sheet for a couple extra credit points on a post-unit reflection assignment. The reflections asked questions about the design of the cheat sheet and its effectiveness, in addition to questions about study strategies and exam experience. Through student feedback and my own observations, I noted that students found the act of making a cheat sheet to be a useful study tool in their arsenal. Many students stated that they rarely consulted their cheat sheet during the exams because they understood the information they studied. Students reported that having a cheat sheet provided emotional reassurance and helped students feel more confident during exams. Many students revised the design of cheat sheets after exam experiences or talking with peers. Interestingly, students reported that cheat sheets were so effective that they used cheat sheets simply as a study tool in other courses. Overall, cheat sheets supported the learning goals of my course by building confidence, understanding, and effective study skills in my students.

Abstract: This exploratory study investigates the performance of intermediate second language learners in Spanish composition tasks, specifically examining their abilities when composing texts using digital tools compared to traditional paper-based methods. With the increasing integration of technology in language learning environments, understanding how different mediums affect writing proficiency is essential for optimizing pedagogical strategies.The research employs a mixed-methods approach, incorporating both quantitative and qualitative analyses to capture a comprehensive understanding of the learners’ experiences and outcomes. A sample of intermediate Spanish language learners is recruited, and participants are assigned two compositions: one where they have access to their computers and the other using traditional pen and paper.

Quantitative measures include assessments of writing content, organization, vocabulary, and overall grammar, utilizing established rubrics. Additionally, qualitative data are collected through participant surveys and interviews, exploring learners’ perceptions, preferences, and attitudes towards composing in Spanish using different mediums.

It is expected to find specifics of the various aspects of writing performance that impact intermediate second-language learners of Spanish. While both groups might demonstrate similar proficiency levels in certain areas, such as grammatical accuracy and vocabulary usage, disparities in writing fluency, organization, and revision practices are anticipated. Furthermore, learners’ attitudes towards composing digitally versus on paper will provide key aspects to consider when the goal of our classes is based on a learner-centered design framework.

This study contributes to understanding the intersection between technology, language learning, and writing proficiency. The findings have implications for educators and curriculum developers, informing decisions regarding the integration of digital tools in second-language writing instruction. By recognizing the strengths and limitations of different mediums, educators can tailor instructional approaches to meet the diverse needs of language learners better, ultimately enhancing their overall proficiency and language acquisition experiences.

Abstract: An introductory course in sport psychology can be an undergraduate student’s first look into the discipline. As the discipline of sport psychology matures, it is an advantageous time to address how students are being introduced to the field. The present study examined undergraduate Introductory sport psychology (ISP) course syllabi from institutions that offer a major, minor, or concentration in sport psychology at the undergraduate level. Summative content analysis (Hsieh & Shannon, 2005) was used to analyze student learning outcomes, pedagogical strategies, and course topics in ISP syllabi. Of the programs/institutions identified (n = 42), 40.5% (n =17) returned syllabi. Of the 17 syllabi obtained, 14 met criteria for analysis. The principal pedagogical resource used was a version of Weinberg and Gould’s (2015; 2017; 2019) Foundations of Sport and Exercise Psychology. The average syllabus had five learning outcomes, and 74 outcomes in total were identified across syllabi. Only 63.5% of student learning outcomes were observable and measurable. Outcomes were predominantly reflective of foundational competencies. There was conceptual and/or terminological confusion between course learning “objectives” and learning “outcomes” in many of the syllabi (Harden, 2002). Overall, syllabi reflected little variation in course topics, with most syllabi listing course topics from Weinberg and Gould’s texts verbatim. Based on lessons learned from the content analysis, in conjunction with experiences as a TA for a “College Teaching in Higher Education” course, recommendations for course development and content of an Introductory Sport Psychology course are proposed. Recommendations are informed by core principles in educational psychology and course topics covered in the course on college teaching, such as aligning course outcomes, instructional, and assessment activities, promoting active learning, incorporating technology, fostering and assessing metacognition, and being a reflective instructor.

Abstract: One of the key tenets of course design in the Honors Program is that the acquisition of knowledge is in vain if that knowledge cannot be shared with a wider audience. Too often in the academic world, however, the avenues used to spread knowledge remain rigid, inaccessible, and most importantly uninteresting to the very populations we as knowledge creators need to reach. Several courses in the Honors Program address this issue in new and innovative ways, but perhaps none more so than IDH3421: Ancient History Through Gaming. An Honors Signature Course, Ancient History Through Gaming demonstrates the potential of historical board games as pedagogical tools for exploration, creation, and outreach. The culminating project of the course has students, in groups of 4-5, design and build their own tabletop game with a historical subject using the mechanical and technical knowledge they have acquired over the course of the semester. This knowledge is built through readings on and discussion of game design (Warrender 2020) as well as playtesting sessions of current, commercial games in class to emphasize the sociality identified by Eyler 2018 as fundamental to learning. This poster presentation walks the viewer through the main components and rationale of the course to establish it as a model for academic outreach. The poster also discusses how the student-created games led to community engagement within the FSU Honors Program as the students hosted a playtesting event in December 2023 attended by more than 80 peers, images of which will be included on the poster. Ultimately, this poster provides a model for how contemporary research, connected to popular culture, can be integrated into the classroom to produce engaging, public-facing work at a time when the field of history, and indeed academia as a whole, needs public, non-expert recognition and interest.

Abstract: Specifications-based grading (Nilson, 2014) focuses on each student’s foundational mastery of course content, while allowing for some flexibility in exactly how that is implemented. This poster will showcase the specifications-based grading system that has been designed and refined in the American Sign Language (ASL) program at Florida State University over the past two years. It will highlight benefits of the system as evidenced by research, as well as challenges, considerations, and adjustments that have been made to better meet the needs of the ASL students and instructors. Specifications-based grading is particularly appropriate for language learning because students naturally develop at different paces, influenced by a myriad of internal and external factors. Therefore, our expectation is foundational mastery in each targeted domain (vocabulary, grammar, fluency, and culture), rather than perfection, at each assignment checkpoint. In this system, full credit for each assignment is earned when such mastery has been demonstrated, but no credit is earned when performance falls short of the minimal targets. Transparent grading rubrics and detailed specification sheets are provided to ensure mutual understanding of where those expectations are set. Opportunities for students to revise and resubmit are inherent to this system, and an incentive-based coupon system is in place to keep those opportunities fair for students and feasible for instructors. Other pathways for specifications-based grading systems include assignment bundling and students’ self-selection of desired course grade, making it applicable to any educational domain. Examples of syllabus language and links to additional resources will be provided.

Abstract: The learning cycle consists of five phases: Invitation to the topic, Exploration of interests and observations, Concept Invention of definitions and explanations, Application of new concepts to a different context, and Reflection on course materials (metacognition). Each week, using backward design to align learning outcomes to classwork, students went through the learning cycle and learned about one psychological disorder (e.g., depression). To start the cycle, learners were invited into the topic by independently reading, annotating, and answering scaffolded questions about a case study before the lesson using their textbook, Canvas Pages, and background knowledge. This allowed them to flex their cognitive muscles and get interested in the case before learning via lecture and engaging in group work. During the exploration phase, learners came to class ready to discuss their written analysis of the case using scientific explanations (CERR method, practiced prior). Learners submitted their scientific explanations to Slido polling platform and diagramed risk factors for each psychological disorder on a group white board. This concluded with a whole class discussion. Next learners engaged in concept invention using interactive lecture methods like think-pair-share, drawing, and short case vignettes. In the depressive disorders chapter, I tasked learners with a think-pair-share discussing why depression is more common in minority populations. Learners also engaged in drawing; they drew a mood chart to graphically depict the various depressive disorders and their presentation over time. During the application phase, now armed with new knowledge, learners analyzed the same case in groups. Critically, between the invitation and application stage, I provide detailed feedback on the individual cases and required revision before working in groups if specifications were not met. This ensured everyone was prepared to discuss and boosted confidence in their responses. During group work I listened to discussions for comprehension and answered questions. The final reflection stage cultivates metacognition and allows learners to be conscious about what they learned and how they learned it. One of the categories of work in the grading scheme were reflection assignments. These assignments asked learners to write a statement comparing their individual case study to the finished group case study and to explicitly note where their thinking changed. Learners also formulated multiple-choice questions they would ask a peer and indicated any lingering questions. The learning cycle was employed for every psychological disorder, so learners were experts by the end of the 6-week course.

Abstract: Engineering design methods are essential skills for mechanical engineering students, as they provide them with tools to systematically and creatively develop solutions for real-world problems. Mechatronics is an interdisciplinary field that integrates mechanical, electrical, and computer engineering, and offers opportunities for hands-on learning and innovation. In this poster, we describe a cross curricular activity that involves students’ projects in both engineering design methods and mechatronics courses. Both classes require students to work collaboratively on open design projects that require the use of mechatronic devices and design methods. The purpose of this activity is to enhance the students’ learning outcomes, foster teamwork, and communication skills, and expose them to the product design cycle and the challenges of multidisciplinary engineering. We present how sharing a project topic between two courses reduces the student work effort, lowers stress, and lessens cognitive workload. The activties allows students to plan the design in one course and build the prototype in another course, thus meeting both course instructional outcome without added effort from the students. We also discuss the benefits and challenges of this crosscurricular approach and provide recommendations for future improvement and replication. We conclude that this activity is a valuable and engaging learning experience that can enhance the students’ engineering education and prepare them for their capstone design projects and professional careers.

Abstract: In the realm of introductory STEM education, the traditional approach often revolves around the acquisition of knowledge through lectures, assessments, and exams that focus on the grasp of the subject matter. Students internalize this as a test of memorization. However, proficiency in STEM fields is not merely about memorization. It is an application-oriented undertaking – a dynamic blend of art and skill that demands continuous practice and a growth-oriented mindset.In this round-table discussion, we will delve into a transformative pedagogical approach that emphasizes personal growth in the discipline, rather than just meeting predefined milestones. This approach, centered on a “growth mindset,” has been successfully implemented in recent course offerings in introductory computer programming, leading to improved student outcomes and enhanced engagement.

Our discussion will explore the practical aspects of implementing this approach, including the role of practice, feedback, and self-reflection in nurturing a growth mindset among students. We will also discuss strategies for overcoming challenges and resistance to change, drawing from real-world examples and experiences.

Furthermore, we aim to expand the conversation beyond computer science education to explore how similar methodologies could be applied to other STEM disciplines. By sharing our insights and experiences, we hope to inspire educators to rethink their teaching paradigms and empower students to embrace a mindset of continuous growth and improvement in their chosen fields.

Join us as we explore the transformative power of a growth mindset in STEM education and beyond.

Abstract: Learning research consistently highlights the benefits of active learning in improving student outcomes and narrowing the achievement gap for underrepresented students. Since Fall 2021, with the support of CAT, basic math courses have made significant efforts to create active learning experiences to support student learning and success in lecture. Those courses include MAC 1105 (College Algebra), MAC 1114 (Trigonometry), and MAC 1140 (Pre-Calculus. Enhancements include aspects such as: incorporating learning assistants into lectures, integrating activities that allow students to practice and engage with the content, providing opportunities for student collaboration and communication, and adopting to a new adaptive online platform for homework and assessments. The impact of these pedagogical changes is clear: DFW rates for all three courses have decreased since implementation. This roundtable discussion will detail the structure of the three courses, the enhancements each course has made, and address the challenges that come with implementing active learning strategies into large lectures. The facilitators will allow participants to share their own experiences with active learning strategies or help participants think through strategies for their courses.

Abstract: Sole-authorship of medical research articles and studies have significantly decreased from 33.9% sole-authorship to 2.1% over the past 22 years (Choueiry, 2024). This data does not include social sciences or other fields of study indicating the number of sole-authorship papers may be less if other fields are including. Over the years, how researchers conduct and write studies has evolved from a single-researcher model to a research team approach. These days, conducting research often requires a group of individuals work together in collaboration to address research questions holistically yet scientifically; however, many research courses continue to teach the subject with an individual approach to learning. The individual approach to learning does not prepare students for how to work collaboratively with others in what is now a heavily collaborative subject. Research courses can be taught using elements from the team-based learning (TBL) approach (Clark et al., 2008). There are four elements to TBL that will be addressed in this presentation of a course design: proper formation and management of teams, learning and team development assignments, frequent and timely instructor response, and team and individual accountability measures. This presentation will share how instructors can teach face-to-face and online research methods courses by engaging students in a research team model that teaches and encourages collaboration. This discussion will demonstrate how instructors can assess both individual student work and collaborative student work that aligns with the TBL model. Example assignments and course outlines will be shared to illustrate the course build. Additionally, alignment to the Quality Matters (QM) Rubric will be discussed (Clark et al., 2018).

Abstract: When we think of ‘accessibility in the classroom’ what comes to mind? Maybe we have had students in the past with accommodations through the Office of Accessibility Services, or a similar office at another university or school. Maybe we think of accessibility in terms of using many different methodologies to engage students (whether it is visual, auditory, or kinesthetic learning, to name a few). But the bigger question here is, how do we incorporate ‘accessibility in the classroom’ in a post-Covid world?Within this round-table discussion, I hope to engage other educators across disciplines in a meaningful conversation about how we can interact and engage with students in a post-Covid world. What does it mean when many of our more traditional (traditional, I define here, as entering an undergraduate degree program immediately after completing high school) students experienced the pandemic during eighth or ninth grade.

In this roundtable discussion, I wish to explore the following questions with fellow educators:

• what sort of attendance/tardy policies do we have for sickness in the classroom?
• do you require a doctor’s note?
• how do we mitigate financial differences within our student body if students do not have the means of getting (i.e. adequate transportation) to their appointment or affording the co-pay that an appointment requires?
• in thinking about our answers to the above questions, how do we mitigate the need for students who are not covered/affiliated by/with OAS who may need additional time/absences due to mental health-related reasons? How can we promote a culture of trust between us, as educators, and our students while also making sure that learning and engagement with material is our number one priority?

Abstract: Our roundtable session, “Cultivating Self-Regulated Learners,” emphasizes the adoption of comprehensive strategies from the SLS1122 Strategies for Academic Success course to foster autonomy and self-regulation in student learning across various disciplines. This session, led by faculties from the Academic Center for Excellence, aims to illuminate the adaptability of SLS1122 content, making it a valuable resource for enhancing teaching and learning outcomes beyond its original context.The concept of self-regulated learning is central to our discussion, a critical component in enabling students to independently navigate their learning journey, tailor their study strategies, and effectively manage challenges. The session will delve into various topics/strategies that are pivotal in supporting students’ academic growth, offering a scaffold for self-regulated learning. By sharing insights from the SLS1122 course, we aim to illuminate the application of essential practices that can be beneficial in other courses.

Through practical examples and shared experiences, we will discuss methods to incorporate academic planning (e.g., course goal setting, time-management) exercises and study-strategy workshops (e.g., active reading, exam preparation, self-assessment journal) into various curricula. Additionally, the session will highlight the importance of nurturing soft skills like communication and emotional intelligence (e.g., help-seeking behavior, stress management, etc.) that are crucial for students’ overall success. Participants will be encouraged to delve into how these strategies can be seamlessly integrated into their courses, promoting a learner-centered environment that empowers students to take control of their educational journey.

This roundtable is designed as a collaborative forum for educators to exchange ideas and practices, with the aim of inspiring a shift towards a more inclusive and effective educational paradigm. By integrating SLS 1122 strategies into diverse teaching contexts, we can collectively enhance the capacity of students to become self-regulated learners and equip them with the skills necessary to navigate their academic and future professional challenges with confidence.

Abstract: Online delivery of courses presents unique challenges. For example, actively engaging students with online content represents a common challenge in teaching online and in hybrid courses. The intent of the round table will be to have a discussion around how people address the challenges of teaching online. For example, using principles from Quality Matters or leveraging technology (e.g., AI discussion boards). The facilitator first taught online in 2005, and has taught online and hybrid courses at multiple institutions and levels (undergrad/graduate). Leveraging tools, such as Hypothesis (annotated readings), video quizzes of short lectures, and AI discussion boards (Packback) can make online teaching better. However, it requires more upfront planning for an instructor, and Quality Matters and its rubric offers a guide. The facilitator is also certified as a Quality Matters peer reviewer.

Abstract: In this roundtable we’ll discuss strategies to help graduate students write successfully in their disciplines. As Rachael Cayley (2023) of the University of Toronto writes in her book, Thriving as a Graduate Writer, graduate students can sometimes, “… feel unprepared because they think they should already know how to write; unqualified because they cannot see how hard academic writing is for everyone; alienated because academic writing is often treated as impossible to do well; and isolated because writing is framed as a task to be undertaken in solitude rather than in community” (p.6). We can counteract these attitudes through intentional support and by viewing writing in graduate school as ongoing professional development. Let’s talk about this! My specialty area is working with multilingual and international graduate students. I’ll bring to the table strategies from my graduate writing course which help students uncover the writing conventions of their fields while also developing broader writing skills and habits. Please come ready to share successes, struggles, questions, and useful strategies–all are welcome.

Abstract: The Principles of Feedback Informed Treatment (FIT) provide a framework that may be used to enhance student learning outcomes. Research has established that clients experience better treatment outcomes when the therapist formally seeks out critical feedback regarding the therapeutic interaction and then uses that feedback to address client concerns to improve the client experience (Maeschalck & Barfknecht, 2017). This type of interaction provides the therapist with information that he or she can use to address barriers to positive therapeutic outcomes throughout the treatment process. It also serves to promote client investment in the therapeutic relationship (Maeschalck & Barfknecht, 2017). The presenters suggest that these same principles applied to the student/teacher relationship might enhance learning outcomes.This roundtable discussion will explore how the principles of FIT are transferrable to the educational setting. Presenters will discuss how using a modified version of the Session Rating Scale (SRS) (Miller, Duncan, and Johnson, 2002), the Educational Session Rating Scale (ESRS) allows faculty to obtain critical feedback to inform instructional delivery over the course of a semester. The presentation will engage participants to learn about how this process can enhance the perception of instructor presence and improve student engagement over the course of a semester.

Abstract: Motivation and learning are greatest when a task is pursued for intrinsic reasons. Ryan and Deci’s (2000) Self-Determination Theory highlights that environments where autonomy, competence, and relatedness are maximized tend to feature performers who provide full effort while diminishing potential for burnout. Unfortunately, many learning environments diminish self-determination by virtue of having a top-down learning structure, a lack of ability to check student progress before graded assessments, and minimal classroom interaction with one’s peers. This roundtable discussion will begin with the facilitator discussing how he promotes an engaged student learning experience to address the aforementioned concerns via a core instructional technique that he first developed and implemented two years ago. Specifically, it will be discussed how to implement student-generated discussion questions into one’s course content and the positive effects that doing so has on both the instructor and students. Recommendations will be offered to successfully adapt the technique to one’s content expertise and courses. Afterward, the facilitator will initiate discussion with attendees about how they generate intrinsic motivation and learning in their courses so that everyone may leave the session with multiple ideas they can integrate into their pedagogy.

Abstract: The Global Scholars Program is a community-based educational experience, which prepares students to be able to ethically engage with communities as well as complete an independently derived experience either domestically (within the US) or abroad. As such, this program is required to help students conceptualize risk in a number of different ways:

• Risk to themselves (with regards to their own safety)
• Risk to their host community (with regards to ethical community engagement)
• Risk dependent on their situation (i.e. “looking for” vs “doing” vs “building on” independent internship experiences)
• Risk inherent to the setting (domestically vs. international experiences)

FSU’s Global Scholars program supports students in this process by not only informing students of such risks, but also encouraging students to reflect on their own potential experiences to establish the relevance of the types of risk inherent within their potential experiences as well as how to potentially mitigate such risk. Additionally, because of this complex nature, this program often collaborates with other entities on campus–namely the Career Center and the Director of Travel Safety and Risk.

This round table will discuss how the program collaboratively addresses these concepts of risk to aid students’ preparation for an independent internship. Then a student panel of program alumni will highlight these concepts within their experiences within independent internships–both within the US and abroad. Attendees should come away from this discussion with a more nuanced conceptualization of risk within experiential educational opportunities–particularly how this concept changes and remains the same within domestic and international settings–as well as how a program can help support students as they prepare for independent internship experiences.

Abstract: Engaging students and nurturing their resilience is paramount. in introductory computer science courses, particularly those focused on programming, To achieve this, we have integrated undergraduate Learning Assistants (LAs) into our course structure. These LAs, who have previously excelled in the courses, serve as mentors and facilitators, bridging the gap between students and the course material.Our approach with LAs goes beyond mere tutoring; they are trained to relate complex concepts to real-world applications, making the material more accessible and relatable to current students. Moreover, LAs actively work on fostering student resilience, acknowledging the challenges inherent in learning programming, and providing strategies to overcome them.

The impact of this initiative has been substantial. Student engagement and participation in course activities have significantly increased, creating a more vibrant and interactive learning environment. Furthermore, retention rates and overall performance in the courses have improved, demonstrating the effectiveness of this approach in enhancing student success.

Through this poster, we aim to showcase the benefits of integrating LAs into introductory computer science courses and provide insights for educators looking to implement similar programs in their classrooms. Join us as we explore how leveraging LAs can transform the learning experience and empower students to succeed in challenging academic disciplines.

Abstract: While prior research indicates that students’ attitudes are closely related to positive student outcomes in college-level calculus, relatively little is known about this relationship in the context of College Algebra. Our study was an attempt to address this gap. Anecdotally, students who take College Algebra (MAC 1105) tend to do so early in their undergraduate career and come to class with pre-existing math anxiety. For that reason, MAC 1105 is designed in alignment with Fink’s (2013) Taxonomy of Significant Learning, to address dimensions including learning how to learn, caring, and learning about oneself and others. In this study, we investigate how students’ attitudes change over the course of the semester and explore how students’ perception of their learning experience is associated with changes in attitudes. We measured students’ attitudes in MAC 1105 early and late in the semester, their perceptions about their learning experience in MAC 1105, and the extent to which students perceive the alignment of the instruction with Fink’s Taxonomy of Significant Learning, as well as demographic data.

Abstract: Calculus I is critical for success in STEM fields, yet it often presents significant challenges for students, contributing to high drop, fail, and withdrawal (DFW) rates. To combat this, the mathematics department at Florida State University has engaged in a year-long, research-grounded redesign of the Calculus I course. Data from the pilot in Fall of 2023 shows an encouraging decrease in the DFW rate by approximately 5.5%, indicating a positive influence of these pedagogical strategies on student success.The updated course emphasizes active learning and interactive technologies, creating an engaging and supportive environment. With a greater focus on student-centered problem-solving and quantitative reasoning, the revised curriculum aims to endow students with enduring skills for success in their subsequent STEM coursework. Enhancements include the implementation of a mastery-based homework system to foster skill development and retention, a comprehensive student course note outline, targeted support guides for instructors new to active learning, as well as a series of pre-lesson activities crafted to review relevant topics and lay the groundwork for upcoming material.

This poster highlights the mathematics department’s systematic approach to reforming our Calculus I course, underlining our dedication to teaching excellence. The initial reduction in DFW rates suggests these strategies are effectively supporting student success, but we recognize the journey doesn’t end here. We will persist in evaluating and enhancing our pedagogy to maintain momentum and ensure lasting benefits for future students.

Abstract: As a doctoral student in reading education interested in early childhood, the transition from preschool to kindergarten is paramount for their reading acquisition. Unfortunately, there is a documented struggle for many children during this transition, with teachers reporting 46% of their students having problems with this transition (Rimm-Kaufman et al., 2000). This figure is likely influenced by the disjointed training that educators have going through early childhood education programs and elementary education programs. While in their teacher preparation programs, early childhood educators are often focused on development, while those in elementary education are focused on content (Corter et al., 2012). This often influences their understanding of early literacy skills and the learning that happens before students enter the kindergarten classroom. This study seeks to understand preservice teachers’ knowledge of the relationship between early literacy skills and a child’s later reading. The inclusionary criteria required for this study is that the preservice teachers interviewed have taken a reading foundations course. This course serves as the inclusionary criteria because it is supposed to cover the connection between early literacy and formal reading instruction. A grounded theory approach will be used to code the interviews recorded with the teaching candidates.

Abstract: Using guided notes during class presents a valuable tool for preservice special education teachers to develop a comprehensive toolkit for future teaching endeavors. Guided notes can serve as a scaffold, enabling students to concentrate on essential vocabulary and salient concepts without becoming overwhelmed by extraneous details. By providing a structured framework, guided notes effectively streamline the learning process, freeing up students’ working memory capacities to absorb and engage with new information more effectively. Using this approach not only supports students’ comprehension during the lesson but also creates a tangible resource for reference in the future. Preservice teachers experience the use of guided notes during class, benefiting from a modeled strategy they can employ in their future classrooms.

Abstract: In early childhood and elementary education (ECE), nurturing oral language skills is paramount for establishing a strong foundation in literacy development. This study seeks to investigate the incorporation of evidence-based practices related to oral language within pedagogical training designed to equip preservice teachers for their future roles. Specifically, it focuses on scrutinizing the syllabi of courses offered within the Florida State University (FSU) College of Education, targeting those intended to provide preservice teachers with the essential competencies outlined in the Florida Reading Endorsement Competencies.The examination will delve into these syllabi to determine the extent to which they address the components of competencies 1 and 2, which are pivotal for oral language development. Additionally, the study will explore the utilization of instructional materials such as textbooks and research articles within these courses. Existing literature advocates for the incorporation of evidence-based resources in college-level instruction as a best practice for imparting sound pedagogical knowledge.

The overarching goal of this study is to identify and address potential gaps in the integration of oral language practices into future coursework. By disseminating the findings to faculty members responsible for teaching reading endorsement courses, this research aims to empower them to refine their instructional approaches.

Abstract: Attrition is a serious problem in STEM courses. It is especially problematic in Chemistry courses where a vast majority of our students consider themselves Pre-Med. One bad grade and they drop the course. Over the past 4 years, I have developed an inverted classroom active learning program that has dropped my attrition rates from ~30% to 8% without losing rigor. In this discussion, I will present the tools I have used to make this happen.

Abstract: In discussion-based undergraduate classrooms, I have encountered two challenges that I have overcome with one solution: the incorporation of games. In this roundtable discussion, I plan to share my strategies and invite a discussion of similar strategies from other teachers.One challenge was how to teach students best practices for using sources in their research papers. I wanted to avoid solely lecturing on the topic and present a learning-through-doing activity. I implemented a “Literary Analysis Competition,” in which two teams of students receive secondary sources for a book we have read and plan out and present a literary analysis argument in seventeen minutes each. Acting as “judge,” I discuss what they did well and what could be improved, and one team “wins” until the next competition. Student feedback in class and in written reflections reported that the competitions were a great deal of fun and that students felt more prepared to write their papers afterward. Moreover, the papers in the semester I implemented the competition showed stronger source integration and literary analysis than the previous semester.

Another challenge was how to encourage more students, including introverted students, to participate in discussion. In literature, creative writing, and composition classrooms, I have begun incorporating a plush toy football that signals the “speaker.” We start using it on the first day in an icebreaker activity. Then, during discussions, one student initially volunteers for the ball, then has the power to throw it to whomever they would like next. This empowers more students to speak and prioritizes students as discussion leaders. It incorporates kinesthetic learning and puts less pressure on discussions, as the ball often serves as humorous subject. Students who initially expressed concern about speaking up in class spoke up more with the ball, and classroom discussion increased overall compared to prior semesters.

Abstract: Enhancing student engagement with course material is a paramount objective in academia. Traditionally, graduate-level courses rely on discussions, exams, group projects, and term papers to stimulate student involvement. However, those strategies have not proven to be effective for my students. Their detachment from course material persisted, resulting in suboptimal test scores and lackluster engagement evident in their written work.In response to this challenge, a strategic intervention was implemented, changing participation points to include low-stake class and exam preparation assessments. These modifications required students to initiate discussions through a pre-class forum (called Packback) and engage with peers by responding to their inquiries. Additionally, post-class quizzes were introduced to reinforce learning outcomes.

The impact of these changes has substantial, with average exam scores experiencing a notable surge of 15 percentage points. This improvement underscores the effectiveness of active student involvement in augmenting academic performance.

Furthermore, this enhancement in engagement has enabled a reconfiguration of in-class activities and discussions. With a solid foundation of understanding established through pre-class interactions and post-class assessments, instructional sessions can now be tailored to delve deeper into key concepts and refine students’ comprehension of learning objectives.

This transformative approach not only elevates academic achievement but also fosters a dynamic learning environment where students are actively invested in their intellectual growth. By leveraging participation incentives and strategic assessments, educators can cultivate a culture of engagement that maximizes the educational experience for all stakeholders.

Abstract: Many first-year engineering undergraduates want to jump right into their engineering studies, yet most of them have multiple semesters of work to complete before moving into their engineering coursework. EGN1004L, First-Year Engineering Laboratory (FYEL), is a one-credit course that aims to build up students’ analytical problem-solving, technical writing, and academic skills while also providing students with context focused on what it means to be an engineer. As part of that context building in FYEL, we introduce the engineering design process early in the semester and incorporate it throughout the course at various levels and in multiple ways. By the end of FYEL, a student will have participated in a design super-sprint, a multi-week prototyping project that breaks up the engineering design process into steps completed each week, and a final project where they carry out the engineering design process. For this round table discussion, we will introduce the basic engineering design process concepts we provide during FYEL, discuss the practice and assessment opportunities we have integrated into the course, and practice two of the engineering design exercises created for FYEL. We are specifically looking for feedback on the structure and scaffolding created to practice engineering design, the amount of course time spent on engineering design, and ideas for assessment that can gauge progress made as an individual since much of the design work is carried out in groups. Our hope is to integrate a pre- and post-assessment into FYEL that assesses progress made on analytical problem-solving and other model development, technical writing focused on improving methods construction and communication, and engineering design.