TALKS on May 8 (in-person)

The systems we use to "manage" (already a nervous-making word) our courses and student learning are too often technologies of extraction. They hoover up resources from our institutions and content from us and our students, and while their stated goals – creating the best possible environments for digital learning – may be admirable, their prime motive is by and large delivering value for shareholders. As a result, education is not the field they are serving, but rather the resource they are strip mining. Developing open-source, academy-owned alternatives to these platforms is a serious challenge, but one that demands to be met. This talk will explore what our dependence on corporate educational infrastructures may mean for the future of higher education, as well as ways that academic institutions might become better able to take control of their own infrastructural needs.

Kathleen Fitzpatrick is Interim Associate Dean for Research and Graduate Studies and Professor of English at Michigan State University. Prior to assuming this role, she was Director of DH@MSU and founding director of Mesh Research, a lab focused on the future of scholarly communication. She is project director of Knowledge Commons, an open-access, open-source network serving more than 50,000 scholars and practitioners across the humanities and around the world, and she is author of several books, including Leading Generously: Tools for Transformation, (Johns Hopkins UP, 2024), Generous Thinking: A Radical Approach to Saving the University (Johns Hopkins UP, 2019) and Planned Obsolescence: Publishing, Technology, and the Future of the Academy (NYU Press, 2011). She is past president of the board of directors of the Educopia Institute, and she is a past president of the Association for Computers and the Humanities.

• Maria O’Connell and Amy Martin
• Abstract: This session will explore how MSU’s five opportunity areas for student success and will be part of the Student Success Summit 2025. Participants will engage in a collaborative discussion to evaluate and refine the mapping of existing student success initiatives, ensuring that all critical components are captured. Through interactive activities, attendees will identify connections between efforts, assess data patterns, and provide feedback on how to address gaps. This session will provide a structured opportunity to analyze our current landscape, strengthen cross-campus collaboration, and advance student success at MSU.
• Keywords: Student success, Five Areas of Student Success, mapping, coordination, gaps 

• Sarah Prior, Sydney Sharon, Jenna Wise, and Karlee Neuwmann
• Abstract: Projections from the 2014 US Census Population Report estimate that non-Hispanic white individuals will make up less than 50% of the US population by 2060. This demographic shift is accompanied by a diverse array of cultural observances celebrated at Michigan State. Acknowledging and respecting these observances is crucial to creating an inclusive, supportive learning environment that fosters student success. Join our workshop to explore strategies for cultivating cultural competency in your classroom, while still maintaining the integrity and structure of your lesson plans.
• Keywords: Community, pedagogy, culturally affirming practices, cultural competency

• Labor-Based Grade Contract: A balanced Assessment Approach”  
  • John McElroy
  • Abstract: Traditional approaches to assessing writing routinely trend toward making judgements about the quality of a student's written product. This approach, however, fails to acknowledge the developmental aspect of writing, judging all writers as equally capable of meeting the yardstick presented by a teacher's rubric. These assessments based on quality of products also judge writing measured against an unknowable standard in the mind of the teacher. A more equitable approach assesses writing based on the effort or labor that a student puts into the writing as a developmental process.
  • Keywords: Labor-based Grade contracts
• “Iterative Assessment - Rethinking Grading in Biochemical Engineering” 
  • Danny Woldring
  • Abstract: In this presentation, we describe the implementation of a mastery-based approach in a Biochemical Engineering course, designed to foster deeper engagement and continuous improvement. Instead of awarding traditional letter or numerical grades, students were invited to revise and resubmit assignments until they met the established criteria. This iterative process emphasized growth over performance, leading to enhanced learning outcomes and fostering a supportive, reflective classroom environment. To address the complexities of modern biochemical engineering, we introduced basic statistical analysis and machine learning content, alongside hands-on demonstrations in Python. Although students largely appreciated the robust feedback (screencast videos), they initially grappled with frustration and resistance, reflecting their reliance on conventional grading schemes. The open-ended nature of this model also led to procrastination, especially among lower-performing students who found it challenging to self-regulate without the structure of deadlines. For some, the absence of external motivators reduced motivation, highlighting the need for innovative engagement strategies. From the educator’s perspective, facilitating multiple rounds of revision increased workload and required a shift from lecturer to facilitator—a transition that can be daunting without institutional support and clear definitions of mastery. Additionally, designing fair assessments that accurately capture mastery remains complex. Overall, this approach has demonstrated the potential to cultivate deeper understanding and student ownership of learning outcomes. By presenting both student- and educator-related challenges, we aim to inform educators interested in adopting mastery-based strategies while fostering dialogue on the evolution of teaching and learning in engineering disciplines. Course evaluations indicate strong student satisfaction and instructor support.
  • Keywords: ungrading, mastery-based strategies, video feedback
• “Teaching Entrepreneurship and Innovation Through Sustainable Lectures and Dynamic Recitations” 
  • Renee Miller Zientek and Kenneth Szymusiak
  • Abstract: In this session, educators and campus center leaders, Instructors Ken Szymusiak and Renee Brown will share their insights from over eight years of refining the recitation experience for ESHP 190: The Art of Starting, a course that engages nearly 500 students each semester. By merging Ken’s expertise in entrepreneurship with Renee’s background in community-engaged learning, they have continuously adapted recitation strategies to enhance student learning in real-world contexts. This session will highlight how intentional adjustments to assignments, activities, and instructional methods have led to remarkable student outcomes. Attendees will gain insights into how fostering creativity, resilience, adaptability, and a problem-solving mindset in the classroom not only enhances student engagement but also equips learners with the essential skills needed to thrive as innovators.
  • Keywords: Entrepreneurship, Innovation, Experiential Learning, Active Learning, Dynamic Recitations

• Denzel Valentina, Sadam Issa, Jason Larsen, Deborah Margolis,Elizabeth Tuttle, Carmen De Lorenzo, and Lynn Wolff 
• Abstract: In this roundtable, we will share our experiences teaching with materials that push the boundaries of traditional canonical texts, including comics, cartoons, and oral history. In particular, we would like to share with and learn from the audience how such materials can be used to teach sensitive and difficult topics, including the Holocaust, racism, and violence, to help students develop a more nuanced understanding of the languages and cultures they are studying. Through their multimodal character that combines visual elements with words or with sounds, cartoons, comics, and oral history can provide students with a more immediate and direct connection to the themes studied in class. At the same time, students’ exposure to these materials must be guided to avoid misinterpretations and misconceptions. Four main topics will guide our roundtable discussion: 
  • 1. Advantages of using comics, political cartoons, graphic novels and oral history to teach controversial topics (e.g. more nuanced insider perspective, making history and its legacy more tangible and relevant to our students)
  • 2. Teaching Methodologies (course material, class activities, resources)
  • 3. Student reactions, interest, and evaluations regarding this topic
  • 4. Lessons learned
• Keywords: visual studies, visual literacy, multimodality, sensitive topics, comics, cartoons, pedagogical strategies, graphic narratives, oral history, audiovisual interviews, testimony

• Laura Markham, Kelly Richmond, Beth Brisco- McCann, Jonathon Bowers, Katie LaCommare, and Seven Mattes
• Abstract: How can we engage students in climate justice, even in courses that aren’t focused on climate science or policy? This interactive workshop will explore ways to bring climate justice into a wide range of disciplines using active, hands-on learning strategies. Drawing from our experiences as a faculty learning community, we’ll share key principles for incorporating climate justice into the classroom and invite participants to try out activities designed to spark student engagement and action. Through these interactive exercises, we’ll highlight (and encourage participants to identify) the teaching strategies that make these activities effective. The goal is for educators to leave with practical, adaptable ideas they can integrate into their own courses—whether they teach science, social sciences, humanities, or professional fields. Rather than just talking about climate justice, this workshop will model ways to actively involve students in discussions, problem-solving, and action. Participants will come away with concrete strategies to help students connect with climate issues in meaningful ways, no matter their background or major.
• Keywords: Climate Justice, Active Learning

• “Implementing Midsemester Feedback for Actionable Course Transformation (MidFACT)” 
  • Natalie Vandepol, Jeya Amantha Kumar, Hala Sun, and Jeremy Van Hof
  • Abstract: The Midsemester Feedback for Actionable Course Transformation (MidFACT) Report is a structured and evidence-based tool designed to capture and summarize student insights at the midpoint of a course. In contrast to traditional end-of-semester evaluations, MidFACT offers timely student feedback throughout the current semester. This approach enables instructors to make necessary adjustments and improve the overall learning experience for students.This session will detail our experiences with implementing MidFACT where we will discuss (1) our methodologies for collecting feedback, focusing on assessing student engagement, course clarity, instructor effectiveness, and the integration of technology and learning resources (2) our approach in analyzing and reporting the collected feedback, elaborating on how we transform student responses into actionable insights (3) Fall 2024 instructors perspective on the use of MidFACT to refine their teaching strategies. We found that by systematically gathering this feedback, MidFACT offered valuable insights into students' learning experiences, allowing instructors to identify strengths and areas for improvement. Participants will learn how midsemester feedback can create a responsive, student-centered learning environment and promote a culture of continuous improvement in their courses.
  • Keywords: Midsemester Feedback, Student Learning Experience, Evidence-Based Teaching, Instructional Improvement
• “Designing Inclusive Teaching with Custom GPTs for Neurodivergent Support” 
  • Min Zhuang and Richard Marks
  • Abstract: An increasing number of neurodivergent students are enrolling in higher education. However, many do not disclose their neurodivergence and, consequently, lack access to necessary accommodations. At the same time, instructors often struggle to support neurodivergent students due to limited awareness and training in inclusive pedagogies. Using the ADDIE (Analyze, Design, Develop, Implement, Evaluate) instructional design model, we are developing a custom Generative Pre-trained Transformer (GPT) as an innovative tool to foster more inclusive learning environments. This GPT is designed to enhance instructors’ understanding of neurodiversity and equip them with inclusive teaching strategies. It will provide targeted guidance on Universal Design for Learning (UDL) and evidence-based course design strategies tailored to support neurodivergent students. Before the presentation, we will conduct a pilot study to assess the reliability and effectiveness of the custom GPT in assisting instructors. Based on the findings, we will refine its design to improve responsiveness and pedagogical alignment. This presentation will share insights from the development process, preliminary findings from the pilot study, and the broader implications of AI-driven professional development in higher education.
  • Keywords: ADDIE model, Custom GPTs, UDL, Neurodivergent Students
• “Empowering Self-Regulated Learning (SRL) with AI Tutoring: Insights from Student Perceptions”
  • Richard Marks, Hala Sun, and Natalie Vandepol
  • Abstract: This session presents findings from an evaluation of AI tutoring tools designed to enhance student learning through course-specific academic support. Implemented in two business courses at a Midwest university, the study investigates students’ perceptions of AI tutoring, its potential to support self-regulated learning (SRL), and their overall experiences with the tool. Preliminary results indicate that students appreciate AI tutoring for its ability to clarify complex course concepts, provide timely assistance, and foster independent learning. However, some students reported challenges, such as difficulties navigating the tool and concerns about its perceived lack of personalization compared to traditional tutoring methods. These findings point to opportunities for improving the design and implementation of AI tutoring to better meet students’ diverse learning needs. The study highlights the potential of AI tutoring to positively influence student engagement and SRL when effectively integrated into course design. Key benefits include its capacity to support goal setting, progress tracking, and autonomous learning. Addressing barriers such as usability concerns and fostering confidence in AI tools are critical to maximizing their impact. Recommended strategies include offering robust onboarding experiences, providing user-friendly interfaces, and exploring hybrid tutoring models that combine AI with human interaction. This research underscores the importance of leveraging AI tutoring as a means of fostering equitable access to personalized learning resources, enhancing student autonomy, and supporting meaningful innovation in higher education. Attendees will gain actionable insights to implement AI tools effectively in their own instructional contexts.
  • Keywords: AI tutoring, Self-regulated learning (SRL), Technology in education, Learning autonomy, Personalized learning, Hybrid tutoring models

• Sarah Ward, Marlene Villa, and Maria Jose Santamaria Arauz
• Abstract: What is being first-gen all about? Who is first-gen? Does being first-gen really make the college experience different? The first-generation student identity is one that has gotten increased attention in recent years, both at the national level and here at MSU with the announcement of the First-Generation College Student Initiatives in 2022 and again most recently with the announcement of new presidential initiatives such as the first-gen center. The First-Generation College Student Initiative at MSU aims to inspire first-generation college students to persist and graduate by eliminating barriers, providing high-impact learning experiences, and ongoing development. First-Generation College Students face a unique set of challenges navigating college that is different than those of their continuing generation peers, yet they bring with them a multitude of strengths and assets that institutions should recognize and value. Empowering communities to discuss how faculty and staff can eliminate “hidden curriculum” for the spaces where they engage with students and building opportunities to recognize the assets of first-generation students is critical for closing the opportunity gaps for first-generation students. This roundtable discussion is the culmination of multiple campus discussions such as those at the ongoing First-Gen Friday series and resulting from the First-Generation College Student Initiative and the review of first-generation research and literature.
• Keywords: First-Generation, Student Success, Asset Based Language, Hidden Curriculum, Persistence, Identity

• Surya Congress
• Abstract: This presentation explores the transformative potential of integrating drone-based infrastructure monitoring, machine learning, and AR/VR to revolutionize both infrastructure management and STEM education. It demonstrates how drones equipped with advanced sensors offer safer, faster, and more cost-effective infrastructure inspections compared to traditional methods, using bridge inspections as a key example. The presentation will then delve into how machine learning algorithms analyze the drone-captured data, automating condition assessments, and predictive maintenance. Finally, it will showcase the power of AR/VR technologies to create engaging and interactive STEM learning experiences. Overall, it will demonstrate the synergistic relationship between these technologies and their combined potential to not only improve infrastructure management but also transform how students learn about infrastructure asset management and STEM fields.
• Keywords: Catalyst Grant, Drones, AI, ML, AR, VR

• Nate Clason, Pete Savolainen, Brandy J. Ellison, and Marilyn J. Amey
• Abstract: Teaching evaluations have long been critiqued in the national discourse for being superficial, subjective, biased, and impossible to reform. Indeed, systems that fail to evaluate teaching effectively fail to support and reward high quality teaching. Join this session to discuss the complexities and to consider the role we each play in enhancing how teaching is evaluated at MSU. Our conversation will focus on defining, demonstrating, and evaluating effective teaching with consideration from the instructor and evaluator perspectives.
• Keywords: Teaching evaluations, Student Perceptions of Learning Survey, Peer Observation, Teaching Reflection

• Caitlin Kirby, Julie Libarkin, and Monica Mills
• Abstract: Many educators participate in scholarly study of their own courses via action research or scholarship of teaching and learning (SoTL). Various support programs for engaging in SoTL exist at Michigan State University, but the extent of the programs and their services is not always clear. We present findings from an environmental scan of SoTL resources and programs across MSU. Using a taxonomy of SoTL program models from the SoTL Collaboratory, we identified and categorized existing opportunities while conducting a gap analysis to reveal unmet needs. Data collection involved brief interviews and document analysis, as well as coding of program offerings and audiences. We will discuss the categories of support available and who they are offered to so participants can find relevant resources. We will also lead discussion on gaps in the offerings currently available at MSU, participant experiences with SoTL, and potential collaborations to address gaps identified.
• Keywords: Scholarship of Teaching and Learning (SoTL); Professional development; Resources; Action research; Education research

• Hannah Huey-Jones and Saleel Menon
• Abstract: Saleel and Hannah are two educator artists with professional experience in theatre, improvisation, choral music, and teaching early childhood through adult learners. This interactive workshop will focus on utilizing the principles of theatrical improvisation (“Yes, And,” “Support and Trust,” and “Embrace Mistakes,”) to transform teaching practices and create inclusive, accessible, student-centered learning environments. Theatrical improvisation is rooted in the principle that "you bring what you have," emphasizing an asset-based approach to collaboration. This mindset shifts the focus from deficits to strengths, making it an ideal framework for fostering inclusive and dynamic classroom environments. Classrooms are inherently collaborative spaces, yet traditional instruction often leans toward unidirectional, teacher-to-student delivery. By incorporating foundational improvisation techniques, educators can create spaces that are dialogic, exploratory, and responsive to student contributions. Embracing improvisation as a philosophy allows educators to create educational opportunities for their students in low stakes and exploratory ways. We believe these methods have potential to both engage students and allow them to “think out loud” providing teachers opportunities to track their students’ learning, and refine their instructional delivery. Participants will engage in hands-on activities all tailored to real-world classroom scenarios. These exercises will illustrate how improv principles align with key pedagogical goals within the Universal Design for Learning (UDL) framework. The session includes opportunities for reflection and discussion, allowing participants to connect the activities to their own teaching practices. Educators will leave with practical strategies and ready-to-implement activities for subjects ranging from math and science to social studies and fine arts.
• Keywords: access, UDL, improvisation, belong, student-led

• “Generative AI Tools and Policies in Introductory Computational Modeling and Data Analysis” 
  • Rachel Frisbie
  • Abstract: Generative Artificial Intelligence is rapidly transforming the landscape of computing education, raising both opportunities and challenges in introductory computational modeling and data analysis courses at MSU. As educators and researchers, we must grapple with how these tools shape learning, assessment, and students’ knowledge of computational modeling and data analysis. This talk will provide an overview of generative AI in CMSE 201 at MSU, highlighting its benefits and drawbacks from both technical and educational perspectives. Drawing on qualitative interview data and case studies, I will share insights from students, faculty, teaching assistants, and undergraduate learning assistants that have shaped our approach to generative AI tools and policies in our CMSE 201 classrooms. Their experiences illustrate the complexities of integrating AI tools into coursework, including concerns about academic integrity, the ways AI can support or circumvent learning, and the environmental and ethical implications of its use. I will discuss the policies we have used and how they have evolved over the past year as new tools and research emerge. By centering the voices of those engaged in CMSE 201, this talk will provide a nuanced perspective on generative AI’s role in computational education.
    • Keywords: generative AI, policy, interdisciplinary computing, learning, assessment
• “Writing With and Alongside Robots: A Writing Course on Generative AI” 
  • Michael Ristich
  • Abstract: This presentation will report on a course called "Invention in Writing," which is an upper-level course taught in the Department of Writing, Rhetoric, and Cultures (WRaC). During the fall of 2024, the course, aimed at students in the Professional and Public Writing and Experience Architecture Programs, invited students to critically evaluate various AI tools and technologies used in writing, including their capabilities, limitations, and ethical implications. This presentation, then, will describe the overall design of the course--the learning objectives, projects, and assessment scheme--to offer examples and strategies for others interested in how GenAI tools might be used to in the classroom to teach and learn about writing and reflective practice. The presentation will end with a discussion of how the course will revised to better respond to student feedback and concerns.
  • Keywords: Generative AI, writing, inquiry, rhetoric, ethics of AI

• Destiny Kanning
• Abstract: International students in pre-health programs face distinct challenges that affect their academic retention and success, including adapting to new educational systems, overcoming cultural barriers, and fulfilling demanding clinical experience requirements, such as the 5200 hours required by many programs. This research poster presents findings from a study exploring advising and curriculum strategies aimed at improving retention for international pre-health students. The study utilized a mixed-methods approach, combining qualitative interviews with international students and academic advisors, and quantitative data on retention rates and academic performance. Key findings indicate that personalized academic advising, culturally responsive mentorship, and the establishment of peer-led support networks significantly enhance student engagement and retention. Additionally, curriculum strategies that integrate culturally inclusive content and provide workshops on time and stress management resulted in improved academic outcomes and student well-being. Data also showed that institutional resources, including Listserv Digest updates and student employee status reminders, helped streamline administrative processes and provided crucial support. Results from the study suggest that institutions that implement these targeted advising and curriculum strategies see higher retention rates and stronger academic performance among international students. This research underscores the importance of creating an inclusive, supportive environment that meets the unique needs of international pre-health students, contributing to a diverse and resilient healthcare workforce.
• Keywords: International Students, Pre-Health Education, Student Retention, Advising Strategies, Culturally Inclusive Curriculum

• Lindsey Jenny, Aubree Marshall, and Libby Bradley
• Abstract: Team-based learning is a common element of the health science curriculum; however, it can be challenging to implement successfully. Previous research has shown that the implementation of team-based learning has several benefits, including improved student satisfaction, enjoyment of the course, and academic performance. Although team-based learning has been shown to be effective, several challenges have arisen regarding the implementation of team-based learning. One challenge instructors may observe are teams dividing the work among individuals rather than working together. Additionally, students often hesitate to engage with their team due to a lack of preparation or a distrust of group work. Over the last 10 years, the flipped classroom version of ANTR 350 has developed strategies to overcome common pitfalls that occur when implementing active learning and encourage students to “buy-in” to this course design. These strategies include a focus on the role of teamwork in health care and grading, emphasizing team engagement over correctness. Top Hat is used to create two versions of the activity: a recorder version and a review version. Only one team member can submit the recorder version for evaluation. In this workshop, participants will work through an activity used in ANTR 350 to experience the student perspective of team-based learning. Following the activity, participants will discuss and develop strategies to implement collaborative learning in their own courses. We will share some of our strategies to address the following aspects of team-based learning:
  • Student preparation for collaborative learning
  • Methods for team assignment
  • Team member roles
  • Using a course engagement platform to design team-based activities
  • Grading collaborative learning activities
  • Student “buy-in” and engagement
• By the end of the workshop, participants will have new ideas for designing and managing collaborative learning in their classrooms.
• Keywords: team-based learning, student engagement, flipped classroom, in-class assignment design

• Stokes Schwartz
• Abstract: Collaborative learning, a high impact practice, takes numerous forms and yields many possible benefits to students where mastery of course material, connection of their own prior experience and learning to it, related creation of new knowledge, and the cultivation of 21st century skills are concerned. Too often, however, students struggle with the collaborative process and founder without guidance. The proposed poster session will share 15+ ‘tools’ that I provide to enable students, facilitate self-direction, and accountability throughout their collaborative process within my hybrid IAH courses. My poster will provide specific ideas that conference attendees can adapt to their own purposes, the better to guide and empower students, providing them with greater voice and choice when it comes to almost any form of collaborative coursework. Carefully chosen collaborative tools facilitate more cohesive and effective student teamwork and overall learning. The tools I share provide concrete guidance for student learning teams to: 1) Collaboratively examine course materials each week before drafting independent reflections on/self-assessments of their learning; 2) Facilitate teamwork, the creation, and sharing of knowledge; and 3) Address internal team issues themselves should the need arise.
• Keywords: Collaboration, Critical Thinking, Knowledge Creation, Problem-solving, Conflict Resolution

• Kylee Sokacz and Rachel Frisbie
• Abstract: Generative Artificial Intelligence (GenAI) is reshaping classroom dynamics, particularly in CMSE 201: Intro to Computational Data Analysis, where it presents both opportunities and challenges for students learning. Our work underscores the critical need to harness the potential of GenAI to foster student development while also mitigating its potential for harm. In our classroom spaces, we encourage students to critically explore GenAI, fostering a deeper understanding of computational tasks rather than merely using AI-generated outputs. Through classroom observations and interviews with instructors and students, we investigate and reveal valuable insights into how GenAI can be effectively used to support learning, while also identifying practices that may hinder student engagement and understanding with over-reliance. Students revealed ethical and moral considerations when using GenAI, specifically in respect to reliability in AI-generated output. While GenAI offers convenience and accessibility, many students exhibit hesitancy in its utilization prioritizing skill mastery over assistance. Through identification of best practices and potential drawbacks, our research provides insight on how GenAI can be integrated effectively into computational education. Understanding these dynamics will provide educators with insight on design strategies to promote responsible AI use while preserving student integrity.
• Keywords: Generative AI, student success, AI reliability, academic honesty, ethics

• Phillip Delekta and Katie Krueger
• Abstract: MGI 301 (formerly MMG 301) is an upper-level microbiology course primarily taken by students in biology and health-focused majors that emphasizes the central dogma to understand the molecular biology of bacteria and viruses. To enroll in MGI 301, students must have previously taken a college-level introductory cell and molecular biology course (BS 161, BS 181H, LB 145 or transfer credit) or have AP biology credit. Given the diversity of ways students can satisfy this prerequisite, we considered if the source of the prerequisite knowledge and how long ago they acquired this knowledge would affect the ability of students to retain and apply this knowledge in MGI 301. At the start of the semester, students in MGI 301 took an evaluation to assess their retention of prerequisite biology knowledge. This assessment focused on learning objectives in common between MGI 301 and BS 161, which is the prerequisite biology course taken by many MGI 301 students. Additionally, students reported the course used to satisfy the introductory biology prerequisite and other upper-level biology courses they had taken that also teach prerequisite concepts. Finally, students reported other data that could influence outcomes in MGI 301: their major, GPA, whether they are a first-generation, transfer or out-of-state student, and career goals. We hope the insights from this study will inform our understanding of how prior coursework impacts student achievement in MGI 301, improve alignment between lower- and upper-level biology courses or across upper-level biology courses, and improve student outcomes more broadly at Michigan State University.
• Keywords: prerequisite, knowledge retention, microbiology, introductory cell and molecular biology, student success, cross-course alignment

• Eddie Boucher
• Abstract: Michigan State University is internationally recognized for their exciting and diverse opportunities in the areas of experiential learning through Study Abroad programs. Truly, there are few educational pathways at the undergraduate level that can provide students with the opportunity to broaden their worldviews and perspectives, and to foster intercultural exchange, to the extent that education abroad (EA) programs can. As a result, MSU supports the development and facilitation of these meaningful education abroad programs and experiences for students to locations around the world. This poster will explore one such unique and potentially high-impact study abroad program to Jaipur, India where participant students engage in community-engaged research through the genre of documentary film. Despite the many opportunities at MSU and the benefits of experiential learning through education abroad participation, there are copious structural barriers that lead to low participation rates for students from historically underrepresented populations. Of particular interest here is an assessment of the program outcomes and participation barriers for students. Drawing on recruiting experiences and program assessment data from 2022-2025, this presentation will highlight socio-economic barriers as well as cultural and procedural barriers that have emerged in relation to this MSU study abroad program to India. Furthermore, the poster will explore the high-impact outcomes and student transformations for students who have participated in the program in the effort to further problem pose the negative impacts of the glaring participation barriers for students in general and for historically underrepresented students in particular.
• Keywords: India, Craft and Design, Study Abroad, Education Abroad, Research-through-film, Cultural Exchange, Participation Barriers, Program Outcomes

• Juli Uhl
• Abstract: The Human Biology Program is developing a curriculum infused with learning about both biological and social health factors. We have developed an introductory course, HBIO 295: Health and Society, where students learn about both the biological and social origins of a disease. Students often come into class with an understanding of health as resulting from the personal choices one makes. They may also understand health as the absence or presence of disease, or as resulting from genetic factors. In contrast, our course introduces the social determinants of health (SDoH) framework, where health is defined as resulting from factors such as the environment in which one lives, where one works, and economic status. To evaluate student understanding of health, we surveyed students pre- and post- semester. Here, we will describe a developing coding scheme that categorizes student responses to the prompt, “List the factors that affect health and explain the impact of each.” In preliminary findings, before the course, students often describe health as biomedical and individualistic, for example discussing genetics and diet. After, we find that students often add social factors such as socioeconomic status or combine social and biological factors in their explanation of health. Thus, we find that our introductory course is capable of changing student perceptions of health to a more nuanced understanding that combines both social and biological factors of health.
• Keywords: SDoH, health literacy, curriculum development, program evaluation

• Denice Blair and Ethan Claucherty
• Abstract: Imagine driving downtown, using a badge to park in the nearest garage, and buying a new outfit with a “tap-to-pay” credit card. You've likely encountered Radio-Frequency Identification (RFID) technology multiple times in this process. RFID has seen exponential growth recently and holds exciting potential for instruction in MSU classes and other campus learning environments. In this workshop, attendees will learn the basics of RFID, including the different types of RFID, the hardware required (readers and tags), the type of data generated, and the importance of knowledgeable implementation. We'll explore various RFID use cases, such as asset tracking, inventory management, access control and security, supply chain and logistics, retail and consumer engagement, and more. Participants will engage in dynamic RFID tech demonstrations and will get the opportunity to participate in hands-on activities with RFID scanners and tags in order to gain a foundational understanding of this Industry 4.0 technology. Finally, we'll discuss potential applications of RFID technology in attendees' courses or other instructional settings, including free resources available to MSU instructors. We look forward to answering questions and exploring new ways for the MSU community to utilize RFID.
• Keywords: RFID, scanning, reader, tag, Industry 4.0

• Sarah Prior, Marcie Ray, Mike Callahan, Brooke Van Loh, Brendon Soltis, and Graham Diedrich
• Abstract: The United States Surgeon General declared a “loneliness epidemic” which has only been exacerbated by the COVID-19 pandemic. Students and faculty/staff feel disconnected from each other and from their own lives. The rate of loneliness for young adults aged 18–29 was 24% with loneliness rates for those aged 30–64 close to 50% (Surgeon General, 2023). This is the prime age of those who work and learn at MSU. Moreover, the single biggest predictor of a positive college experience has been shown to be the richness and depth of one’s human relationships---with peers, instructors, and mentors (Felten and Lambert, 2020). In this session, we will provide educators with some useful strategies for fostering more community-based, inclusive, and engaged practices in their classrooms. What happens when community building replaces a syllabus tour as the agenda for the first day of class—not just as a prelude to the actual stuff of the course, but as the starting point of a semester-long learning experience that makes human connection its central aim? While AI may be attempting to take over most of what we do, it will never replace human contact and connection. Focusing on creating spaces for learning and growth that are caring, community-driven, and focused on the unique humanity of one’s co-learners can help both students and faculty/staff navigate the turmoil-filled times we currently live in. We advocate for a radical rethink of education and engagement that centers the who—the humans—of our learning spaces.
• Keywords: Community; compassionate care; relationship building; student engagement

• Stokes Schwartz
• Abstract: The benefits of collaborative learning in all of its variations are many. Yet some students struggle with the activity, or view it with skepticism due to negative prior experiences with so called group work. Yet, research shows again and again that the benefits of collaboration between students outweigh the possible drawbacks. Indeed, besides examining course materials, learning from each other, and developing related assignments or projects together, student collaboration helps young minds prepare for the increasingly digitized, interconnected, and global world of the 21st century. Our planned roundtable discussion is intended as a session in which participants collaboratively identify the key differences between group work on the one hand and teamwork on the other. The discussion will then move to sharing, discussing, and perhaps reevaluating how participants lay the groundwork for and pursue effective student collaboration in their respective courses in which teamwork between students plays a role. Rather than function as sages on the metaphoric stage, we aim to promote mutual sharing and collaboration between roundtable participants with the goal of mutually refining our teaching craft.
• Keywords: Collaboration, team cohesion, critical thinking and problem-solving, conflict resolution, reflective learning

• Antoinette Tessmer, Leticia Cherchiglia, Trixie Smith, Jennifer Marcy, and Anjam Chaudhary
• Abstract: Collaborative Online International Learning (COIL) is a pedagogy that supports curriculum internationalization in an inexpensive, accessible, highly collaborative, engaging, and highly experiential manner. This workshop session will discuss the use of COIL in the classroom, for example, how COIL can help advance global learning and curriculum internationalization. Members from MSU’s COIL Faculty Learning Community will share insights related to their experience with COIL, and invite attendees to roleplay activities from a COIL classroom. Another topic to be discussed is the supporting role of communities of inquiry not only for current COIL practitioners, but all faculty interested in curriculum internationalization and innovative pedagogies such as COIL. If any co-presenters are unable to join in-person, they might be able to join online or to provide a short video (subtitled) to be played during the workshop. Those co-presenters will all be faculty involved in COIL activities, either from MSU or from African institutions.
• Keywords: Curriculum internationalization, COIL fellowship, COIL best practices, experiential teaching pedagogies

• Dusty Myers
• Abstract: In this roundtable, participants will explore how integrating a "device use for course purposes only" approach into in-person undergraduate courses can encourage presence and thus form a foundation for participatory learning: teaching and learning that prioritizes and teaches students how to build relationships, speak, and listen to one another as they actively engage course material. The roundtable will begin with one presenter sharing how he innovated and subsequently developed and sustained this approach in Integrative Arts and Humanities (IAH) courses, highlighting practical tips for implementation, challenges faced, and lessons learned, for example how to cultivate student buy-in with this practice over time. A second participant will discuss how she has adapted presenter 1’s approach into undergraduate teacher education courses. Both presenters will emphasize how implementing a firm device use for course purposes only approach, while challenging at first, has helped to develop a strong and steady anchor for promoting the levels of engagement they seek to establish in their courses within a participatory (vs. acquisitionist) learning framework. They will also emphasize how this approach has facilitated students’ connecting with one another, with themselves, and with course material. After those opening remarks, participants will be invited to share and explore questions, ideas and their own experiences with similar approaches in different in-person undergraduate classroom settings.
• Keywords: participatory learning, classroom device use, classroom discourse

• “Scientific modeling to promote learning, engagement, discovery and connections” 
  • Craig Conner and Iglika Pavlova
  • Abstract: Modeling is a key scientific practice shared among scientific fields, one that can be used to engage students intellectually and creatively as learners and discoverers of our natural or social world. We present a biology laboratory course that organizes student engagement around modeling. In three experimental projects, students puzzle out the mechanisms behind biological phenomena by making their own observations, drawing out models that propose how the phenomena could work at the cellular/molecular level, designing and conducting experiments to test their models, and revising them based on their new data. Teams frequently share and discuss results and models, thus participating in a larger collaborative group. Then, in their “Connections to My Courses” project, students make connections to their own experiences and careers by comparing models and modeling practices between this course and other courses of their choice. Students’ analysis prompts metacognitive reflection of their learning in college and future careers (further supported in the “Connections to My Career” project). Through the examples from our course and in conversation, we encourage instructors to consider using the different modeling instruction modalities to engage students with models as cognitive (supporting understanding), discovery, creativity, communication, career development, and metacognitive tools.
  • Keywords: Modeling, engagement, discovery, scientific method, biology, STEM, STEAM
• “Data Dilemmas: Ethics in an Algorithmic World” 
  • Emily Bolger and Rachel Roca
  • Abstract: Everyday choices such as hiring practices, online advertisements, and even incarceration decisions are increasingly relying on algorithms. Therefore, it is imperative to expose students to these topics, because their lives have been, and will inevitably continue, to be affected by decisions made by an algorithm. In this talk, we present the development of a novel ethics assignment, grounded in literature on data literacy, that provides multiple perspectives in which students can interact with algorithms, data, and ethics, while bolstering students’ self-efficacy. The first part of the assignment provides the perspective of implementing these algorithms in a workplace to understand the tensions between impact and intent using the simulation “Survival of the Best Fit” developed by Gabor Csapo, Jihyun Kim, Miha Klasinc, and Alia ElKattan. The second part introduces students to the creation of data and the models used in the simulation from a coding development perspective, highlighting just how many places bias can be introduced. Finally, students engage with a news article where they must grapple with the implications of being excluded from a job due to gender identity. We advocate for increased content in mathematics and computing classes on ethics and bias through field notes and survey results. With this evidence, we present the efficacy of the assignment which includes positive feedback from both students and instructional staff. We conclude with reflections on considerations, challenges, and opportunities for implementing ethics within classrooms.
  • Keywords: computing education, Python, ethics, interdisciplinary, self-efficacy 
• “Biology, Health, and Society: Reimagining Pre-Health Education” 
  • Cori Fata-Hartley, Elizabeth Tinsley Johnson, Kenna Lehmann, Paul Nelson, Megan Shiroda, and Juli Uhl
  • Abstract: The College of Natural has launched an initiative to transform Human Biology (HBIO), the largest and most diverse major in the college. The overarching transformation goals are to increase the number and diversity of future health and biomedical professionals prepared to deliver inclusive and equitable healthcare for a diverse population. Central to this effort is HBIO295: Human Biology and Society, a foundational course for first- and second-year students. HBIO295 explicitly integrates the biological sciences with the social and structural determinants of health. Students study the biology of a disease or health condition and then explore how societal factors such as socioeconomic status, education, occupation, and neighborhood environment shape the incidence, treatment, and outcomes of the disease. By introducing these concepts early, students develop a lens through which to view their subsequent science-focused courses. Scientific and information literacy are also key competencies in the course. Students engage with a broad range of scientific and journalistic texts and articles to deepen their understanding of biological concepts and the social determinants of health. This too prepares students for future courses in the curriculum, especially those that include reading and analyzing scientific articles. This talk will provide an overview of the transformation effort, highlight approaches to teaching biology content in the context of a holistic view of health, and explore methods for introducing students to information literacy competencies.
  • Keywords: pre-health education, information literacy, health equity, social determinant of health

• Eddie Boucher, David Baylis, Angela Magbag
• Abstract: In this workshop we will explore the varied entanglements and opportunities involved in community-engaged teaching and learning. The workshop facilitators will begin by drawing on their experiences in teaching interdisciplinary studies curriculum in the College of Social Science and the varied ways this curriculum weaves together a mix of classroom instruction with deliberate transdisciplinary community-engaged assignments in the areas of interdisciplinary inquiry/research, career-pathway exploration, and high-impact experiential learning. One of the most significant issues in community-engaged collaborations initiated by university educators is the tendency for projects and programs to be one-sided and primarily benefiting the faculty and students from the university over and above the community stakeholders they engage. All too often “service learning” and community-engaged projects and research are primarily intended to give students meaningful learning experiences or faculty another line on their CV. This proposed workshop seeks to proactively disrupt this lopsided tendency in the effort to foster genuine community-engaged collaborations that mutually benefit all involved. We will explore curricular assignments for students with a clear articulation of the importance of ethics in inquiry, greater self-reflexivity of power dynamics and impacts in research, and the centering of community stakeholders around the social issues and problems that our students explore. Attendees will leave the workshop with greater clarity and strategies to employ thoughtful and ethical community-engaged assignments and opportunities into their own courses and assignments.
• Keywords: Community-Engaged Teaching and Learning, Experiential Learning, Interdisciplinary Studies, Transdisciplinarity, Career Pathways, Undergraduate Inquiry

• Paul Nelson, Elizabeth Tinsley Johnson, and Sarah Groendyk
• Abstract: As educators navigate the evolving challenges and affordances associated with the emergence of user-friendly and accessible generative AI tools, the student experience has the potential to feel quite bewildering. The wide spectrum of institution-supported policies, from “never-AI” to “chatbot warrior,” adds new layers of complexity and perceived ambiguity to course syllabi, assignments, and in-class activities. This landscape is fertile ground for rich and productive conversations with students about learning, in a context that relieves the instructor’s burden of “having the right answer.” In Part 1 of this workshop, participants will examine and articulate their own personal values and perspectives surrounding AI use in education using a structured format designed to provide a model for engaging students in similar discussions (built around a “conversation menu”). In Part 2, we will use self-determination theory as a point of departure to re-imagine what we ask students to know and do in ways that intentionally support their basic psychological needs. Participants will work together to evaluate their own “pre-AI” teaching practices, and consider concrete ways to reframe what they value and assess moving forward, in ways that build students’ feelings of authentic connectedness, both to course content and to their learning community.
• Keywords: AI, student success, SDT, assessment

• Michael Callahan and Theo Greer
• Abstract: The SoTL literature on mastery grading (MG) demonstrates at least five advantages: (1) its detailed listing of course proficiencies makes grading ultra-transparent to students, (2) it fosters a growth mindset and normalizes the nonlinear messiness of the learning process by awarding equal credit to successful first attempts and successful tenth attempts, (3) it correlates grades directly with learning by basing final course grades on skill achievement rather than on process adherence (e.g., on-time homework submission), (4) it combats grade and test anxiety and removes the hurry from learning by replacing timed, one-shot exams with multiple assessment opportunities spread out across the semester, and (5) it builds skills in metacognition and executive function by asking students to track their progress across the semester and “order off the menu” to choose which proficiencies to attempt on each assessment. This workshop illustrates an MG implementation in a required, first-year skills course and the “in-this-together” mindset that it cultivated between students and instructor and among student co-learners. Attendees will be active participants in a workshop organized in four parts: (1) a small-group discussion about the motivators to switch to MG, (2) an overview of MG’s essential features and their evidence-based rationales, (3) a report on a qualitative SoTL study conducted here at MSU during 2024–25, which revealed how students and instructors experience ML and what its advantages and potential pitfalls are, and (4) a personalization activity in which participants envision how they might apply MG within their own teaching contexts.
• Keywords: assessment, mastery learning, transparency, grade anxiety, humane instruction

• Jonathan Ritz
• Abstract: A substantial body of evidence, including both empirical research and anecdotal observations, indicates that contemporary college students experience heightened levels of mental, emotional, and social distress throughout their undergraduate journeys. According to the 2024 State of Spartan Health survey, 36% of Michigan State University students reported that stress had negatively impacted their academic performance in the past year. Behavioral science has identified a robust set of beliefs and practices that are effective for cultivating resilience – the capacity to successfully adapt and respond to challenging circumstances. These include maintaining baseline wellness, cultivating mindfulness, connecting with values, and seeking support. The undergraduate classroom offers a unique learning environment where students can be introduced to and practice resilience-building concepts. With some creativity and planning, this integration can be achieved in a manner that seamlessly aligns with and even enhances the core academic content of the course.
• Keywords: Student Resilience, Undergraduate Education, Mental Health, Stress Management, Classroom Strategies, Mindfulness, Values, Wellness

• Ashley Moore, Anara Akhmetova, Scott Farver, Rebecca Lee, and Kate Miller
• Abstract: Dunn (2021) reminds us that students and educators are not isolated from, but rather connected intricately to, the world outside our classrooms. When traumatic events occur, Dunn pushes us to connect with and guide our students through these "days after" towards healing. We are tasked with helping students make meaning of things like gun violence, elections, protests, or any other kind of trauma. Dunn makes the case that doing this work is a requirement for those of us who wish to center justice in our practices–and by doing so, helping us heal as well. In this session, a panel of educators from the Department of Teacher Education (with both K-12 and university teaching backgrounds) will talk about their experiences teaching on “days after.” This group has thought deeply about and (unfortunately) has had practice doing this work. By highlighting their experiences (both positive and negative) in teaching after trauma, they will offer concrete ways forward for MSU educators as we continue to collectively center students’ (and our own) humanity in our practice, and push our campus to be a more just and equitable space. We must remember that teachers and students have a connected humanity, and by being there in authentic ways for students in those “days after” events, we as educators are also taking care of ourselves. As Withers (1972) reminds us, "Lean on me, / When you're not strong… / I'll help you carry on / For it won't be long / Till I'm gonna need somebody to lean on"
• Keywords: Equity, justice, “days after,” community, healing

• “A New Approach to Undergraduate Laboratory Courses for Students' Long Term Learning” 
  • Korucu Demet
  • Abstract: This study is based on the idea that undergraduate physics laboratory courses should be considered as a showcase for students to utilize in their professional careers and as a bridge to transition into scientific research projects. For this purpose, it is aimed that the laboratory environment and course materials be enriched by the instructor with visual, auditory, and interactive elements that engage students' five senses. Considering the close relationship of today's student profile with technological device screens, it has been observed that updating the laboratory course environment and materials in this way, as well as optimizing the existing laboratory setting and resources, is a necessity to attract students' interest more effectively.
  • Keywords: Undergraduate Laboratories, Multisensory Long Term Learning, Interactive STEM Education, Student Engagement
• “Understanding Student Perceptions and Utilization of Assignment Deadline Extensions in Computer Engineering” 
  • Ritam Ganguly and Jeya Amatha David
  • Abstract: Assignment deadline extensions are policies widely used in higher education to help students manage their workload. Similarly, such policies are important in computer engineering, given the intensive workload stemming from complex tasks and tight schedules. Hence, this session explores student experiences with a two one-day extension policy implemented in a Computer Organization and Architecture course, where students could extend assignment deadlines twice per semester without penalties. We examine how students perceive this policy, especially concerning academic matters such as workload management, stress reduction, and academic fairness. Furthermore, we examine factors that influence students' decisions to utilize these extensions, and we aim to inform best practices for developing deadline policies that accommodate student needs. This session will provide insights into how students view structured extension policies and practical tips on implementing fair deadline policies in computer engineering and other STEM disciplines.
  • Keywords: Assignment extensions, structured flexibility, computer engineering education, equitable deadlines, student workload management
• “Supporting Graduate Students’ Development as Statistics Educators" 
  • Jennifer Green, Dola Pathak, and Maria Cruciani
  • Abstract: How do we support graduate students in teaching, especially when the courses they teach are undergoing dramatic transformation? In this talk, we will share strategies, resources, and lessons we have learned over our three-year journey in developing and offering an instructional mentoring program for first-year graduate teaching assistants in the Department of Statistics and Probability. The program endeavors to provide students with the necessary resources to adapt and be successful in classroom teaching and provide them with a space to engage and share without being judged. Attendees will get to reflect on how these strategies could be adapted to meet the needs of their units and contexts.
  • Keywords: graduate teaching assistants, mentoring, instructor development