UPTLC 2024

Pre-conference events will take place in the Joseph Heirman University Center (JHUC 900 Building) and the Besse Health and Technology building (BHAT 400). Attendees should use parking lot A, which is the entrance off Danforth Road.

Campus Map

Come hang out, decompress, and connect!

Are you guilty of giving your students amazing advice that you, yourself don't follow? Me too. Need to find a better work life balance? Me too. Burned out and want to win the lottery to retire? Me too.

Join me in this workshop where we will talk about the importance of self care and the science behind it. We will evaluate our stress, burnout, and lack of time, and develop a personal practical self care plan for both in and out of the classroom. Finally we will practice some self care and you will leave the workshop feeling better and looking forward to the next semester.

This hands-on workshop will guide the audience through a basic understanding of the technology behind LLMs, with a heavy emphasis on ChatGPT. Building on this foundation, participants will then explore various techniques to generate prompts that supercharge their results.

This pre-conference workshop will share research on what Meyer and Land call “threshold concepts,” or ways of seeing, thinking, and knowing in the discipline that help student unlock their understanding of increasingly more sophisticated skills and knowledge in a field of study. Drawing from her work in women’s and gender studies (A Guide to Teaching Introductory Women’s and Gender Studies: Socially Engaged Classrooms | SpringerLink, 2021) and writing studies (University Press of Colorado - Reaching All Writers, 2024), the facilitator will offer an interactive conversation inviting participants to explore threshold concepts in their field and how they can be a foundation for engaging pedagogies in their discipline.

"You want me to teach statistics...online?!"  That was my initial reaction when I was asked to teach my first-ever online class.  How was I supposed to make connections with my students, much less engage them in the material?  Since then, I've incorporated many 'small things' into my classes that have allowed me to connect with my students, show them that I care about their success, and engage them as learners. Even though my examples will come from online math classes, they can be utilized in any subject area and in face-to-face classes, too!  This workshop will provide you the opportunity to walk away with some 'small things' that you can incorporate for your students.

New Addition to the UPTLC!

Join us for an unforgettable experience at the Upper Hand Brewery Tour on May 13th at 6pm.

Immerse yourself in the artistry of craft brewing as we guide you through our facility. Witness firsthand the passion and dedication that goes into creating our exceptional brews.

Before the tour begins, indulge in the flavors of Michigan's Upper Peninsula with our bar open from 5-8pm, serving a selection of our finest craft brews. Savor the unique tastes that reflect our belief in doing what we love, where we love, with the people we love.

“At Upper Hand Brewery, we believe that life’s mission is to do what we love, where we love, with the people we love. For us, that means brewing the best beer we can in the best place on Earth: Michigan’s beautiful Upper Peninsula.”

Don't miss this opportunity to experience the spirit of Upper Hand Brewery firsthand. Join us and let's raise a glass to the beauty of craft beer and the Upper Peninsula!

We will either have a food truck on site or order wood fired pizza from Breezy Point Restaurant to eat at Upper Hand.

The tour is free, food/drink is at your expense.

Join Jessica Van Slooten for a morning walk on the nature trail behind Bay College. This walk features a labyrinth, and a short, flat, looped nature trail. Meet in parking lot E. Walk will be canceled if there is inclement weather.

Tuesday's registration and breakfast will take place in Cafe Bay in the Student Center (Building 500). The closest parking lot is Lot D. However, the conference sessions will be taking place in the Joseph Heirman University Center (JHUC 900) and the Math/Science building (MS 100), which are closer to the A parking lot.

​Campus Map​​​

Come hang out, decompress, and connect!

This spotlight session, presented by members of NMU’s HyFlex Faculty Learning Community, will introduce participants to key components of HyFlex teaching and provide an opportunity for hands-on work through the planning of learning activities across multiple modalities. Presenters will also share the results of the findings from a survey which captured the experiences of undergraduate and graduate students who participated in HyFlex courses. Findings from data analysis describe and depict student-identified benefits and barriers to learning in HyFlex courses.
Upon completing this session, participants will be able to:
● Define Hyflex teaching;
● Describe challenges, best practices, and tools associated with implementing HyFlex courses;
● Adapt learning activities for use in a HyFlex course.

The introduction of ChatGPT at the end of 2022 has brought about unprecedented changes in education, and the most radical transformations are likely yet to be seen. This spotlight session underscores that AI is not an obstacle but an opportunity. Instead of viewing it as a complex technology, the presenter will encourage the audience to see AI as a valuable tool that can support and empower both educators and students.

This workshop will provide insights into how small pedagogical interventions can transform classrooms in all disciplines and give you space to develop your own plans into “small bites” that you can implement immediately and with only a small investment of time. Pedagogical levers we will explore include: activities, assessments, space, artifacts, roles, shared behaviors and rituals, and language and communication.  

As co-chair of the MLA/CCCC Artificial Intelligence Task Force, the presenter will lead a discussion of the forthcoming working paper on generative artificial intelligence (GAI) particularly around policy guidance in writing, reading, and research. Topics will include developing guidance for students, teachers, and administrators as GAI tools are increasingly integrated into our academic spaces.

The rapid advancement and integration of Artificial Intelligence (AI) in various sectors have significantly impacted the landscape of higher education. As part of a higher ed. Institution. instructors at Northern Michigan University have had the opportunity to think about and deal with some of the issues that AI has brought to the forefront of the learning experience. The proposed panel discussion, "AI in Higher Education: Navigating the Future of Teaching and Learning," aims to delve into the multifaceted role of AI in university classrooms.

Ross, E. M. (2023, July 20). Embracing artificial intelligence in the classroom. Harvard Graduate School of Education. Retrieved from https://www.gse.harvard.edu/ideas/usable-knowledge/23/07/embracing-artificial-intelligence-classroom

Office of Educational Technology. (2023). AI: Future of teaching and learning report. U.S. Department of Education. Retrieved from https://tech.ed.gov/files/2023/05/ai-future-of-teaching-and-learning-report.pdf

This workshop will introduce participants to the fundamental principles of Universal Design for Learning (UDL) and give them practice applying those principles to course materials and classroom spaces. Session presenters will discuss diverse barriers, both visible and invisible, that affect modern learners; they will share key UDL principles that can be used to remove barriers; and they will share practical tips for applying those principles to online platforms, assignments, and the physical classroom space.

This interactive workshop will begin with a conversation about digital accessibility: what it means, who it’s for, how to create it, and how to avoid common pitfalls (Jeff Toorongian). The second portion of the workshop will look at accessibility within physical spaces, and consider accessibility issues that are often overlooked (Lisa Gordillo). Participants will have an opportunity to troubleshoot sample course materials and sample classroom spaces, and to plan steps they can take within their own classrooms to boost equity and access for all students.

References:
Nave, Lillian (Host), (2019-present). Think UDL [audio podcast]. https://thinkudl.org
Tobin, T.J.,& Behling, K.T. (2018). Reach everyone, teach everyone: Universal design for learning in higher education. West Virginia University Press.

The presentation will address common pitfalls of self-care and provide a functional framework for assessing and prioritizing individual needs. I provide information about the medical model of self-care (Edemekong et. al., 2023) and contextualize this information by discussing self-reflection practices to determine how the model applies to the individual.

An aspect of the reflective portion of the presentation includes challenging ideas around the focus on performance versus self-allowance to request/set up accommodations (Padkapayeva et al., 2017). I also address institutional barriers before discussing the resources available in our educational and professional environments.

I will provide practical examples for modifying schedules, routines, and environments to improve satisfaction in self-care. To provide a hands-on experience for the audience, I intend to supply a worksheet that will give a concrete method for application. This information can be used for oneself or as a model for students who would benefit from greater independence in self-care.

The research areas that inform the presentation include speech-language pathology, rehabilitation, psychology, and disability studies. I also draw from my experience as a speech therapist, educator, and disability service provider.

References
Edemekong, P. F., Bomgaars, D. L., Sukumaran, S., & Schoo, C. (2023, June 26). Activities of Daily Living. StatPearls [Internet]. https://www.ncbi.nlm.nih.gov/books/NBK470404/

Padkapayeva K, Posen A, Yazdani A, Buettgen A, Mahood Q, Tompa E. Workplace accommodations for persons with physical disabilities: evidence synthesis of the peer-reviewed literature. Disabil Rehabil. 2017 Oct;39(21):2134-2147. doi: 10.1080/09638288.2016.1224276. Epub 2016 Dec 10. PMID: 27936968.

In an effort to engage modern learners, Northern Michigan University (NMU) has been working to develop an Open Educational Resources (OER) initiative. Given the high cost of education, OER provide quality low or no cost course materials. Studies have shown that students who use OER have better outcomes than students who use conventional textbooks in terms of higher scores and decreased withdrawal rates from classes (Hilton III and Laman, 2012). There is also evidence that OER increases student persistence and decreases attrition rates at all levels of education (Colvard, Watson & Park, 2018). Therefore, OER can be an effective tool to make college more affordable and to engage students actively in their learning (Griffiths et al, 2018). Yet, converting courses from traditional course materials to OER requires faculty to embrace change, which requires innovative approaches to working with faculty.

In our round table discussion, we will facilitate a discussion of the efficacy of OER drawing upon our experiences at NMU. Ruth Abbott, student success advisor, will discuss OER through the lens of making NMU a “student ready campus”. Mitch Klett, professor of Science Education , will discuss his experiences using OER in teacher education courses. Emera Bridger Wilson, librarian and chair of the OER Working Group, will consider the lessons learned from organizing the OER Faculty Learning Community. Kathryn Newton, assistant professor of Chemistry, will reflect on using LibreText to prepare an OER Chemistry textbook. Finally, Taylor Greene, a graduate student in English Composition, will reflect upon exploring OER as a new instructor.

Participants will begin with these activator questions: What is one thing that you're really good at, but you did not have the opportunity to demonstrate in school? How might your educational experience be elevated if given the chance to grow through this skill?

Participants will review the three foci of the Universal Design for Learning (CAST, 2022) and discuss how they are being addressed in the modern classroom.

Participants will be guided through the process of creating interactive instructional materials with built-in assessment tools in Nearpod and Peardeck. They will have the opportunity to explore an interactive Quality Performance Assessment (Guha et. al, 2022) and discuss the merits of creating and using QPAs.

They will be given a Google Sheet populated with online resources for curriculum development and instruction and have time to contribute to this sheet, which they may use as a resource.

The exit ticket will be as follows: What worked well for you today? What is one thing that you are looking forward to trying in your own classroom? What could be done to improve this workshop?

Sources:

About universal design for learning. CAST. (2022, February 8). https://www.cast.org/impact/universal-design-for-learning-udl

Guha, R., Wagner, T., Darling-Hammond, L., Taylor, T., & Curtis, D. (2022, May 3). The promise of performance assessments: Innovations in high school learning and higher education admissions. Learning Policy Institute. https://learningpolicyinstitute.org/product/promise-performance-assessments-report

The COVID-19 pandemic underscored how intertwined learner and instructor well-being is, and how classes can be sites that support well-being for all amidst external challenges. Communities of care are built to be accessible and inclusive, promoting more equitable, human-centered practices. As feminist scholar bell hooks writes in Teaching to Transgress, “To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin” (13). hooks also notes that, “teachers must also be committed to a process of self-actualization that promotes their own well-being if they are to teach in a manner that empowers students” (15).

This interactive workshop will demonstrate how one educator uses inclusive, feminist pedagogical practices to center learner and instructor wellbeing in online classes. The presenter will share their feminist praxis through a discussion of theoretical perspectives and concrete practices that can be integrated into any class. Instructor presence, streamlined course work, intentional community-building practices, and a culture of feedback are strategies the presenter used to co-create a community of care in online women’s and gender studies courses at a regional comprehensive public university and a community college.

The content and form of the workshop is informed by inclusive, feminist pedagogical practices that ask individuals to consider their own positionality (hooks, Teaching to Trasngress) and practice kindness, as described by scholar Cate Denial in “A Pedagogy of Kindness”. Following the models of reflection suggested by Stephen Brookfield in Becoming a Critically Reflective Teacher, participants will consider multiple sources of feedback as they work toward co-creating communities of care in their online classes.

TALK 1: Learning and student engagement do not have to end when the lecture period does! Students can "chat" with each other about videos, books, articles, images and more using the Perusall platform. Persuall is a social platform that allows students to engage in course materials and can be used for synchronous and asynchronous classes--best of all, you don't have to grade! See how students can interact with this, and how it might fit in your class.


TALK 2: Students come to universities with a variety of past experiences and skill sets and we want to ensure that all students are set up for success in their respective fields. Spatial visualization skills are critical in many scientific and technical fields including engineering and research has shown that these skills can be developed through training. Students complete a spatial visualization test as part of Michigan Tech’s first-year engineering student orientation, which helps us identify students who could benefit from additional training to help them develop their spatial abilities.

We currently offer a one credit course, ENG1002: Introduction to 3-D Spatial Visualization, for these students in their first semester. These skills are further developed through a variety of activities in ENG1002 and reinforced in their second semester engineering class, ENG1102: Engineering Modeling and Design. There are many pros and cons to having this separate class, but one downside is that many students may score well enough to not be required to take ENG1002, but could still benefit from additional spatial training. One method we are investigating is the use of Canvas Mastery Path for all students. Canvas Mastery Path allows us to have students do a preliminary assessment of their abilities on a specific topic and, based on their scores, be directed to help specifically tailored to meet their needs.

This presentation will focus on the development of the Canvas Mastery Path and tips and tricks to using this in your own classroom for targeted, individualized learning.

TALK 1: Attendees will get an overview of resources from PBS Learning Media & The Michigan Learning Channel and implementation strategies for use within hybrid learning scenarios such as flipped classrooms or emergency weather closures. All resources are aligned to state standards, accessible through multiple formats, and free to use!

TALK 2:This session will focus on the Course Refresh Process at Calvin University which is designed to ensure that all online courses undergo a quality improvement review and action plan with an Instructional Designer every three years. The Course Refresh process is based on Calvin’s Course Development Rubric and Course Map, both of which were developed utilizing principles from the Quality Matters Higher Education Rubric, Seventh Edition, 2023. The session will highlight the key components of the Course Refresh process including the discovery phase, action plan, regular and substantive feedback from an instructional designer, technical inspection, and stipend disbursement. The session will also highlight how the Course Refresh Process goes beyond expected iterative course improvements and takes a more collaborative approach to up-skill and provide professional development to course authors.

The face of traditional learning is receiving a pedagogical makeover. Prior to the uprising of smart systems, educators have been revered as the gatekeepers of knowledge, but today, these smart systems have carved a presence in education known as AI. Yet, the question educators are left to ponder is, “Will AI diminish innate creativity or empower student ingenuity of learning?”

Today, we will unpack this question by exploring the pros and cons of assistive technology in the classroom. Faculty and students, alike, shouldn’t fear AI, but rather learn how to make it another tool for use in education. During today's interactive discussion, we will target: the benefits, the hurdles, the fears, the best practices, and the limitations of AI in education today. At the end of the session, participants will return to the classroom with strategies and techniques to safely and ethically integrate AI into the learning experience.

Jihyun Kim, Kelly Merrill Jr., Kun Xu & Deanna D. Sellnow (2021) I Like My Relational Machine Teacher: An AI Instructor’s Communication Styles and Social Presence in Online Education, International Journal of Human–Computer Interaction, 37:18, 1760-1770, DOI: 10.1080/10447318.2021.1908671

Navdeep Verma, Dr Seyum Getenet, Dr Christopher Dann, Thanveer Shaik,
Designing an artificial intelligence tool to understand student engagement based on teacher's behaviours and movements in video conferencing,
Computers and Education: Artificial Intelligence, Volume 5, 2023, 100187, ISSN 2666-920X,
https://doi.org/10.1016/j.caeai.2023.100187.

Bridging the rural education gap through transformational Virtual Reality utilizing technologies available today has become the focus of many. In this presentation the elements and development of such a program will be explored.
Program Focus:
Outlining the process by which the creation of content for any immersive Virtual Reality will be explained in detail. The first element of focus will encompass the methodology by which the initial collaboration builds upon the foundational materials necessary for the completion of the transformation from written word to the complex 360-degree viewpoint achieved. The program described will include the elements of coding, mapping, and storyboarding employed in the creation of the world’s first textbook (completely in Virtual Reality) that can be found in libraries.
Demonstration:
The impact of separation anxiety exhibited in the students that were exposed to the lockdowns during the COVID-19 pandemic, as well as the intricacies of the teacher shortages, creates a unique opportunity for accelerated development of programs that will provide a stable learning environment reliant upon Virtual Reality. A synchronous meeting platform that accounts not only for the presence of each individual student, but also the participation of each student by allowing real-time interaction on a created face-to-face milieu.
Participation:
The presentation includes an opportunity to experience “A Day in the Life” of several career fields selected by needs analysis These short but concise day-trips include jobs identified as the most in demand, especially in rural and underserved communities.

Martha Pelaez and Gary Novak2 Published online 2020 Jul 15. doi: 10.1007/s40617-020-00467-2
COVID-19 resource and information guide. National Alliance on Mental Illness. https://www.nami.org/Support-Education/NAMI-HelpLine/COVID-19-Information-and-Resources/COVID-19-Resource-and-Information-Guide. Accessed Oct. 19, 2021.

Building Allyship is a workshop to help equip faculty and staff with the knowledge and skills to be effective allies, by fostering an inclusive and supportive environment for both students and colleauges. This workshop will take an intersectional lens and will have application to supporting BIPOC, disabled, LGBTQIA+, low-income, and first-generation students. We will talk about the basics of fostering empathy, active listening, and self-education, and how these skills help to build inclusive environments. We will also talk through common questions educators have about being an ally, as well as provide resources for further education and support for yourself and for students.

Integrating Project-Based Learning principles is a popular pedagogical way to approach teaching and learning, especially in STEM disciplines. In this session, participants will discover the power of merging Choose Your Own Adventure (CYOA) narratives with Project-Based Learning (PBL) strategies to create a dynamic and interactive learning environment in their classrooms. Throughout this session, educators will not only experience the CYOA format firsthand but also learn how to seamlessly integrate it with PBL principles.

Participants will collaborate by designing solutions together on a real-world project related to the CYOA narrative. Additionally, the group will finish the session by brainstorming how their own disciplines can foster creativity, critical thinking, and problem-solving skills using CYOA activities. This hands-on approach can help instructors reinforce their educational content while empowering participants to apply their own knowledge and experience in practical scenarios.

Session facilitators will share their own successes and challenges leveraging CYOA in their courses and will share the most recent data suggesting improvements in student perceptions of course material.

College students across the country are reporting increased rates of depression, anxiety, and stress (Healthy Minds Network, 2023). As the need and awareness of mental health increases, faculty and staff find themselves increasingly at the forefront of student mental health and wellbeing and are reporting increased stress and emotional distress (Johnson & Lester, 2022). This presentation will highlight five self-care techniques that college students and employees can easily incorporate into everyday life. The information presented will be through the unique lens of practicing psychologists, counselors, and social workers who have each chosen their most effective evidence-based self-care technique. Specific areas that will be addressed include 1) learning how to set boundaries and recognizing when making accommodations is appropriate and helpful to a student's emotional and overall wellbeing, 2) mindfulness as a way to get the most out of each day, 3) loving kindness meditation, 4) grounding techniques and guided imagery, and 5) intentional end of the day debrief with parasympathetic recovery. Audience members will actively participate in five exercises demonstrating the aforementioned skill areas. Participants will gain confidence, skills, and knowledge in supporting the well-being of oneself and others through self-care techniques.

References
Healthy Minds Network. (2023). Healthy Minds Study among Colleges and Universities, year 2022-2023. Healthy Minds Network, University of Michigan, University of California Los Angeles, Boston University, and Wayne State University.
https://healthymindsnetwork.org/research/data-for-researchers/
Johnson A.P., Lester R.J. (2022). Mental health in academia: Hacks for cultivating and sustaining wellbeing. American Journal of Human Biology, 34(1).

We will demonstrate a language model-powered tool developed to assess executive summaries in students' technical reporting deliverables for industry-sponsored senior capstone design projects. Our web-based tool uses DistilBERT [1], one of numerous open-source language models that can power AI tools like chatGPT, Google Bard, etc. Our tool automatically scores key "rhetorical moves (RMs)" in executive summaries within a second, offering objective, repeatable, and helpful feedback. Rhetorical moves are organizational patterns writers employ to persuade an audience. Currently, faculty advisers use rubrics to assess the presence of five RMs in the executive summary paragraphs delivered by students. These RMs are expected to be organized one per paragraph, viz., "problem," "research," "uses," "requirements," and "deliverables." Our work is at the intersection of "undergraduate writing" through which students construct and evaluate knowledge in academia [2], "professional engineering communication" to perform and realize professional functions [3,4], and "AI-based assessment of learning [5]."

We will measure the RM-labeling accuracy of the tool through a standard interrater reliability analysis in the future. The potential benefits of our work include quick and real-time formative feedback to students, adaptability of our framework to assess RMs in writing, and the ability to parse and label RMs in large volumes of text in minutes, thereby reducing lead times and for large-scale analysis of writing patterns for interventions and program continuous improvement. Our work can build a bridge between subjective and variation-prone instructor judgment and repeatable objective assessment of professional communication skills.

[1] Sanh, V., Debut, L., Chaumond, J., & Wolf, T. (2019). DistilBERT, a distilled version of BERT: smaller, faster, cheaper and lighter. arXiv preprint arXiv:1910.01108.
[2] Hardy, J. A. (2020). Undergraduate writing. In The Routledge Handbook of Corpus Approaches to Discourse Analysis (pp. 235-251). Routledge.
[3] K. Kong, Professional discourse. Cambridge University Press, 2014.
[4] M. Leung, “Engineering discourse,” in The Routledge Handbook of Corpus Approaches to Discourse Analysis. Routledge, 2020, pp. 376 – 393
[5] B. du Boulay, A. Mitrovic, and K. Yacef, Handbook of Artificial Intelligence in Education. Edward Elgar Publishing, 2023.

TALK 1: Not everything goes according to plan, and occasionally students find themselves with a low grade near the end of a semester. Sometimes this is due to situations outside of their control (illness, family emergency), sometimes it is because they were not able to learn effectively (time on task, anxiety). Regardless of the reason, low grades are often associated with feelings of frustration, anger, anxiety, or depression. These feelings can further impair students’ ability to perform well (O’Donnell, 2016), this is especially true with testing.

The idea of retesting came from a distraught student. After taking the last exam of the semester, with only the final exam to go, the student realized that it was not mathematically possible to pass the course. “Why can’t I retake the test?” This question challenged my status quo and provided me with an opportunity to rethink my testing strategy (Tobin & Behling, 2018). I now offer a retest in my course. With the hope of improving their grades, students have reason to remain engaged in learning.

This presentation will describe the logistics and benefits of offering a retest.

References
O’Donnell, P. S. (2016). Executive functioning profiles and test anxiety in college students. Journal of Psychoeducational Assessment, 35(5), 447-459. http://doi.org/10.1177/0734282916641554
Tobin, T. J. & Behling, K. T. (2018). Reach everyone, teach everyone. West Virginia University Press.


TALK 2: As part of our switch from general education to essential education at Michigan Technological University, we are investigating several different educational tools to engage students in their learning experience. One of these tools is the use of ePortfolios. ePortfolios are a recognized High Impact Practice by the American Association of Colleges and Universities as they “enable students to electronically collect their work over time, reflect upon their personal and academic growth, and then share selected items with others.” (AAC&U) These ePortfolios will be incorporated through students' entire educational experience at Michigan Tech.

In the past academic year, instructors in the first-year engineering program have tested the use of ePortfolios as a way to document their design project experience. In their first semester course, the ePortfolio was used to document their work on three mini-projects. In their second semester design project, the ePortfolios were used to document each major deliverable in the semester design project. This presentation will focus on the outcomes of using the ePortfolio platform for documenting design project work of first-year engineering students.

American Association of Colleges and Universities, “High-Impact Practices“ https://www.aacu.org/trending-topics/high-impact

Basing instruction on learning styles stems from a theory that became widely accepted despite a lack of evidence and unfortunately, is still believed in by many educators today (Nancekivell et al., 2020; Rogowsky et al., 2020). While learning styles lack empirical evidence to support them, students do have learning preferences. The goals of this session will be to underscore that learning styles are a myth, including a review of the neuroscientific research on how employing multiple sensory modalities is more effective in learning than just one, and identify trends of learning preferences among modern learners. We will discuss survey results of LSSU student learning preferences for various college-level subject areas. We will then provide examples of, and how to, implement some of the evidence-based preferences of modern learners.

Nancekivell, S. E., Shah, P., & Gelman, S. A. (2020). Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth. Journal of Educational Psychology, 112(2), 221–235. https://doi.org/10.1037/edu0000366

Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontiers in Psychology, 11, 164–164. https://doi.org/10.3389/fpsyg.2020.00164

In the rapidly evolving landscape of education, where technology constantly reshapes the learning process, it is imperative for educators to adapt their approaches to meet the needs of modern learners. This presentation delves into the paradigm shift from focusing solely on artifacts to prioritizing the process in teaching and assessing students, particularly in the domain of introductory programming assignments.

We explore how Generative Artificial Intelligence (AI) tools have transformed the creation of artifacts. In fall 2023, for the first time, AI apps were able to generate acceptable solutions to all of our introductory computing assignments. This prompted a reevaluation of our educational strategies. By emphasizing the questions and processes involved in problem-solving rather than solely assessing final products, we aim to foster deeper engagement and critical thinking skills among students.

Drawing from recent research and practical experiences (Bettin, Jarvie-Eggart, Steelman, and Wallace 2022, Ureel II, Brown, Sticklen, Jarvie-Eggart, and Benjamin 2022), we advocate for a pedagogical approach that encourages self-questioning, reflection, and a deeper understanding of problem structures. Such an approach develops critical thinking skills, enhances students’ autonomy and depth of knowledge and encourages students to dissect problems, consider design choices, and reflect on solutions. By embracing this change in strategies, educators can better meet the needs of modern learners in the field of computing education.

First-generation (FG) students, typically defined as those whose neither parent holds a four-year degree, comprise the majority of entrants into higher education in the U.S. With their numbers gradually increasing to over 50% in the past 15 years, FG students have become a focal point of retention efforts. Demographically, FG students are more likely to come from minority and lower-income backgrounds, often attending poorer-performing K-12 schools. Once enrolled, FG students, compared with continuing-generation students, are more likely to obtain lower grades, require more time for degree completion, and leave without degree completion.
Recognizing these challenges, many institutions have established programs specifically tailored to FG students, including tutoring, peer mentoring, time management and writing skills workshops, as well as social support groups. Our research on FG students (Cornell & Searight, 2023), along with that of Stephens et al. (2012)) highlight a broader issue—namely, the cultural mismatch between many FG students' backgrounds and the implicit values of U.S. higher education, often emphasizing individualism reflected in institutional mission and values statements. This perspective may conflict with the collectivist orientation of many FG students.
In addition to identifying a greater collectivist orientation among FG students, qualitative data revealed that FG students reported feeling less confident, unsure about the university’s hidden curriculum, and anxious about being discovered. The current deficit-oriented approach overlooks strengths that FG students bring, including loyalty to family and community, a strong work ethic, and the ability to overcome adversity. Case examples from a first-year seminar will elicit further discussion.
References

Cornell, A., & Searight, H. R. (2023). The challenges behind living a double life among first-generation university students: The clash between interdependent and independent identities. In P. J. Aloka & K. R. Mikuna (Eds.), Handbook of Research on Coping Mechanisms for First-Year Students Transitioning to Higher Education (pp. 142-159). IGI Global.
Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: how American universities' focus on independence undermines the academic performance of first-generation college students. Journal of personality and social psychology, 102(6), 1178.

Representatives from NMU's Career Services department will discuss the developing trends in generative AI's role in the job search, career development, and as an academic tool. Discussion will surround AI's uses, pitfalls, and ethical concerns in these areas.

Horodyski, J. (2023). Exploring Applicants' Perceptions of Artificial Intelligence in the Recruitment Process: A Qualitative Study. Journal of Human Resources and Technology, 15(2), 87-104.

Chen, Z. Collaboration among recruiters and artificial intelligence: removing human prejudices in employment. Cogn Tech Work 25, 135–149 (2023). https://doi.org/10.1007/s10111-022-00716-0

In this action packed session, a team of facilitators from Michigan Tech will demonstrate how to use stokes (ice breakers with a purpose) to increase student sense of belonging, establish a classroom culture, and to cultivateestablish the mindset necessary for students to get the most out of their class period. We will model the use of four different stokes inspired by thefrom Stanford d.School Teaching and Learning Studio with participants in the role as the learner. For each, we will debrief to talk about how the activity sets the stage for learning. The session will conclude with participants selecting and facilitating their own stokes in small groups. All participants will leave with a mini stoke deck, so they are well prepared to facilitate or design their own in the future.

In classrooms encompassing both synchronous remote learners and in-person students, fostering meaningful engagement among all participants remains a challenge ripe for innovation. This presentation aims to explore the efficacy of implementing meaningful group work that integrates both in-class and remote members, thereby fostering classroom cohesiveness. Through live demonstrations, participants will gain firsthand experience of this collaborative model in action. Additionally, we will discuss the successes and challenges encountered over multiple semesters of implementation from both a faculty perspective as well as a distance education implementation team perspective.
References:
Raes, A. Exploring Student and Teacher Experiences in Hybrid Learning Environments: Does Presence Matter?. Postdigit Sci Educ 4, 138–159 (2022).

In this session, we embark on a journey guided by the profound teachings of Soto Zen Buddhism, exploring the transformative power of mindfulness, active listening, and self-care practices. Rooted in the rich tradition of Zen meditation, participants will delve into the essence of 'shikantaza'—the practice of just sitting—to cultivate deep presence and awareness in every moment. Through experiential exercises and contemplative dialogues, attendees will immerse themselves in the practice of 'mondo'—Zen-style dialogues—to deepen their understanding of active listening as a means of awakening to the interconnectedness of all beings.

Furthermore, drawing from the wisdom of revered Zen masters such as Dogen Zenji (Reference 1), we will illuminate the intrinsic link between self-care and the path of awakening. By embodying the spirit of 'sila'—ethical conduct—in our daily lives, participants will learn to nurture a compassionate relationship with themselves and others, fostering a sense of harmony and well-being. Rooted in the teachings of Thich Nhat Hanh (Reference 2), we will explore mindfulness practices such as 'walking meditation' and 'tea ceremony' as sacred rituals of self-care, inviting participants to embody mindfulness in their everyday activities.

Join us in this sacred space of exploration and discovery as we delve into the depths of Soto Zen teachings, uncovering the profound insights they offer for cultivating mindfulness, active listening, and self-care as paths to liberation and compassionate living.

References:

Dogen Zenji. (2010). Shobogenzo: The True Dharma-Eye Treasury (N. Waddell & M. Abe, Trans.). Counterpoint.
Hanh, T. N. (1992). The Miracle of Mindfulness: An Introduction to the Practice of Meditation. Beacon Press.

TALK 1: “Self-care for students through work-life balance, community connection, and flexible time”

Since the Covid-19 pandemic, the issue of self care for college students has been widely discussed for good reason.[1] The mental health of college students is not only imperative so that students can be productive as a practical matter, but it’s also ethical to foster an environment that supports well being. However, in order to properly address the well being of college students, missing from the conversation is the need for systemic change.[2] Self care has largely been defined as a deficiency of the individual rather than a societal problem. There are three ways that I would like to see the debate reframed in order to address systemic concerns. First, I argue that self-care is necessary, but with the current credit loads that students take it can often be unrealistic for students to make time for themselves. I propose that colleges reverse the trend of normalizing 18-credit hours per semester to a more reasonable load. For example, at Michigan Technological University, students have a financial incentive to take more classes and some majors’ default plan is for two of the four years to be 18-credit-hour loads to complete the degree on time.[3] This shift in culture would ensure that students have time to care for themselves and recharge. Second, one of the most important aspects of self care is connection. This has been missing since the pandemic and the trend of rushing through college has exacerbated this disconnect from community. When students feel connected, they perform better because their mental health is also better, allowing them to focus. When students are overworked, they feel isolated from peers because they do not have time to socialize with others. Students also feel overwhelmed if they cannot keep up with schoolwork and can develop a negative self-image that they are not meeting expectations because of a personal failing. Isolation exacerbates this. In contrast, in European countries the workload is less and therefore students have more time to forge connections, be it joining an extracurricular activity or regularly enjoying coffee with friends. This connection boosts mood and lets students recharge so that they can be successful when they study. Third, creating a schedule with more flexible time also has the added benefit that if a student gets sick or has a disability that makes tasks take longer, it is much easier for them to get caught up.[4] I draw on disability scholars (Moya Bailey; Ellen Samuals & Elizabeth Freeman; Janene Amyx Davison; Eric Darnell Pritchard), personal experience studying in the United States and in Europe, and personal experience as an instructor with students managing heavy class schedules. If we are going to take students’ mental health seriously, we would change the normative culture and reshape the economics to allow students to cultivate relationships and live in an environment with a realistic work-life balance. In short, this presentation focuses on self care for students through systemic change.

1. See, for example: U.S. Department of Health and Human Services Office of the U.S. Surgeon General, “Protecting Youth Mental Health: The U.S. Surgeon General’s Advisory,” 2021, accessed February 23, 2024, https://www.hhs.gov/sites/default/files/surgeon-general-youth-mental-health-advisory.pdf; American Council on Education, “New resources assess teletherapy vendors and effective mental health practices,” June 5, 2023, https://www.acenet.edu/News-Room/Pages/Mental-Health-Briefs.aspx; Ashley Mowreader, “Identifying effective – and ineffective – mental health supports,” Inside Higher Ed, June 14, 2023, https://www.insidehighered.com/news/student-success/health-wellness/2023/06/14/report-campus-mental -health-services-and-their.
2. See: Carolyn Kuimelis, “Celleges face more pressure to keep students with mental-health conditions enrolled, The Chronicle of Higher Education, December 8, 2022, https://www.chronicle.com/article/colleges-face-more-pressure-to-keep-students-with-mental-health-condit ions-enrolled.
3. For economic incentive, see: https://www.mtu.edu/admissions/financial/tuition/.
4. See: Ayla McGinnis, “OPINION: Limiting credit hours betters student mental health, balances the college experience,” The Sentinel: Kennesaw State University, October 28, 2019, https://theksusentinel.com/2019/10/28/opinion-limiting-credit-hours-betters-student-mental-health-balance s-the-college-experience-2/.


TALK 2: Do you find your students today to be less motivated to complete online work than they were a few years ago? In research since the publication of the Self Determination Theory field of research (Ryan & Deci, 1985/2008), motivation to succeed can be seen as a personal satisfaction with Competence (does a student feel they will be successful if they try), Autonomy (does the student feel they have choices), and Relatedness (does the task offer a relationship in the path to a goal). Using this framework, an online format that easily gives in to being designed as controlled, impersonal, and often uneventful when compared to in-person environments, it's not difficult to see why motivation gets harder to inspire-even as students overwhelmingly choose online over in person classes.

This presentation offers tips to season online classes with choices, positive feedback, and showing of concern to keep students coming back for more.

Certification testing for industry has been around a very long time. My grandfather’s Automotive Service Excellence diploma from 1954 is proof. Now, ASE testers complete exams on brakes or transmissions and upon successful completion are awarded with certification. Employers seek verification that candidates can really do what they say they can do and are willing to pay for that higher level of knowledge. If an applicant has the workforce certification as documentation, it shows the employer that they have the tenacity and grit to do what is required and that you go above and beyond. (Linkedin; Benefits of Certifications in a highly competitive digital & modern workplace; Jul 28, 2022)
While not many people LOVE completing exams, the benefits far outweigh the time and effort it takes to show your smarts. Certification testing has taken root in the online testing space allowing a tester to complete a certification when they are prepared, by registering and completing an exam that has been created and vetted by industry professionals and accepted as a standard of educational excellence. Testing companies partner with industry organizations for standardized exams for healthcare, IT, education, agriculture, business and accounting fields, and technology. (Fortune; Ivana Pino, May 24, 2023)
Come and learn about certification testing options and how to help your colleagues and students by attending this presentation and receiving a wealth of resources and knowledge to share.

.Skeletal muscle physiology is often taught through didactic lectures with limited practical hands-on sessions. It can be challenging for students to visualize and understand the cellular and molecular mechanisms of contraction as represented in textbooks. Thus, active learning strategies are warranted to further enhance students’ understanding [1]. This study aimed to identify and summarize active learning techniques for teaching skeletal muscle contraction. We performed a literature search on the “Advances in Physiology Education” website using these keywords: "teaching," "models," and “skeletal muscle contraction.” Our search identified 21 articles published in English between 1998-present that used a wide variety of techniques for teaching skeletal muscle contraction. From the 21 articles identified, the primary teaching strategies consisted of physical models (n=9), laboratory activities (n=6), skits (n=3), games (n=2), and computer simulations (n=2). The majority of articles reported using these strategies among undergraduate students (n=19) with some use among graduate students (n=3) and high school/community college students (n=2) as well. Regarding the disciplines of application, nearly all of the articles reported their use in teaching exercise science (n=12) and anatomy and physiology (n=8). Survey data collected after these activities revealed that students perceived that they were 1) more interested and actively engaged in the learning process (n=10) and 2) acquired a better understanding of concepts and were more satisfied with the classroom experience (n=3). In conclusion, various active learning techniques for teaching skeletal muscle contraction exist and may help educators reinforce and extend their lecture material to further enhance student engagement, learning, and satisfaction.
1. Kilgas & Elmer, (2017). Advances in Physiology Education, 41(1): 120-9.

Research has shown that having more application-based experiences can improve student retention and achievement (Schmitz, 2019; Matz et. al, 2012). Furthermore, students engaging with hands-on activities during scheduled class time can lead to a more positive view of teacher effectiveness (Schmitz, 2019). Students are not spending enough time working with databases. Having a lab section, students have the opportunity to work directly with SQL (programming language for creating and manipulating databases), put new concepts into practice, and develop database applications. Students write SQL code, interact with MariaDB/MySQL databases, and access databases using a high-level programming language improving their programming skills. In this presentation, we will address the creation, development, and implementation of a lab section for the database course offered at Lake Superior State University. Additionally, we will discuss obstacles that the students and I have experienced and what were results observed after the end of the first semester(s).

The calculus-based introduction to classical mechanics course, University Physics-I (PH2100), at Michigan Technological University is currently scheduled for 3 large class meetings per week (~300 students per section in Spring 2024 and Fall 2023). The efficacy of active learning, especially in physics, has been well documented. (Ruell, 2019) So has the advantage of learning in an established community (Virtue, Maddox and Pfaff, 2019). These are very difficult to implement in the current large class format, as are many inclusive teaching practices. (CRLT - UMich)
Aligning with the UPTLC 2024 theme, "Embracing Change: Meeting the Needs of Modern Learners”, we have implemented optional Group Problem Solving (GPS) sessions to supplement the lecture while we work to improve the overall course. Students meet weekly to participate in guided small group discussions, forming communities, increasing retention, promoting deeper comprehension, improving problem-solving skills, and learning how to collaborate.
The poster will describe participant survey results regarding confidence, self-assessment of learning, and statistics regarding exam performance and retention. In addition, the poster will describe how GPS sessions have evolved due to student feedback, expanding student agency, using multiple tables with diverse problem types, having groups work together, and helping students learn to self-assess.
Finally, future directions of the sessions and curriculum will be discussed. The goal is to encourage discussion/implementation of adaptation of this method in other disciplines using existing content (as has been done here). This makes the target audience virtually anyone looking for ways to encourage collaboration and active learning in any discipline.

Since the Covid-19 pandemic, the issue of self care for college students has been widely discussed for good reason. The mental health of college students is not only imperative so that students can be productive as a practical matter, but it’s also ethical to foster an environment that supports well being. However, in order to properly address the well being of college students, missing from the conversation is the need for systemic change. Self care has largely been defined as a deficiency of the individual rather than a societal problem. There are three ways that I would like to see the debate reframed in order to address systemic concerns. First, I argue that self-care is necessary, but with the current credit loads that students take it can often be unrealistic for students to make time for themselves. I propose that colleges reverse the trend of normalizing 18-credit hours per semester to a more reasonable load. For example, at Michigan Technological University, students have a financial incentive to take more classes and some majors’ default plan is for two of the four years to be 18-credit-hour loads to complete the degree on time. This shift in culture would ensure that students have time to care for themselves and recharge. Second, one of the most important aspects of self care is connection. This has been missing since the pandemic and the trend of rushing through college has exacerbated this disconnect from community. When students feel connected, they perform better because their mental health is also better, allowing them to focus. When students are overworked, they feel isolated from peers because they do not have time to socialize with others. Students also feel overwhelmed if they cannot keep up with schoolwork and can develop a negative self-image that they are not meeting expectations because of a personal failing. Isolation exacerbates this. In contrast, in European countries the workload is less and therefore students have more time to forge connections, be it joining an extracurricular activity or regularly enjoying coffee with friends. This connection boosts mood and lets students recharge so that they can be successful when they study. Third, creating a schedule with more flexible time also has the added benefit that if a student gets sick or has a disability that makes tasks take longer, it is much easier for them to get caught up. I draw on disability scholars (Moya Bailey; Ellen Samuals & Elizabeth Freeman; Janene Amyx Davison; Eric Darnell Pritchard), personal experience studying in the United States and in Europe, and personal experience as an instructor with students managing heavy class schedules. If we are going to take students’ mental health seriously, we would change the normative culture and reshape the economics to allow students to cultivate relationships and live in an environment with a realistic work-life balance. In short, this presentation focuses on self care for students through systemic change.

Are you overwhelmed? Would you benefit from an assistant? In this interactive session, participants will practice crafting AI-assisted prompts to build schedules, track progress, align outcomes and objectives, build instructional materials, and help lift the heavy load. Participants will leave with editable prompts to implement immediately as well as a strong foundation in understanding how one community college distance learning campus is leveraging AI to assist stakeholders. (Reference: Science Direct "AI as a friend or assistant: The mediating role of perceived usefulness in social AI vs. functional AI"; Sage Journals "How an artificially intelligent virtual assistant helps students navigate the road to college")

Attendees often leave teaching conferences bright eyed and bushy tailed, with fresh and sometimes wild ideas about how they can transform their teaching. All too often, though, these ideas are not realized. Our plans are too lofty; our time is limited. What if we could change that? In this session, participants will debrief on what they’ve learned, come up with a plan of action, and break it into bite-sized pieces to implement. Through group ideation sessions and a gallery walk, participants will seek feedback on their plans. All attendees will be invited to participate in a pilot of a bite-sized accountability program to encourage participants to meet their own deadlines, reflect on their outcomes, and establish a community of practice around education innovation that works for them.

(we would want this session to be in the final time slot)

The COVID-19 pandemic has impacted many, which has resulted in a decrease in academic success. This study intends to contribute to a better understanding of the resources that aid students when academic courses in higher education are transformed from face-to-face to online format. The findings of this study will enhance academic faculty members' understanding of how to handle a pandemic. Students enrolled in AH202: Nutrition for Health Care Professionals completed a voluntary questionnaire in response to Northern Michigan University courses being converted online in winter 2020. Results will provide knowledge and a new perspective from students in higher education.

Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438

Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481

Helping people identify their physical, emotional and spiritual signs related to Eustress and Distress. Items you can do in various levels of stress and two to three simple techniques you can incorporate into routine to help reduce impact of stress.

In a climate that increasingly values student retention in the larger service realm of higher education, we faculty are the primary service touchpoint with the student. The classroom is fundamentally the central form of engagement for both the student and the teacher. With the modern learner, proper scaffolding needs to be in place to properly. As stated in the conference website, almost half of incoming college students have doubts about their ability to succeed. Awareness of motivational dispositions can be the first step in setting up proper scaffolding in the classroom and helping with those fears. The purpose of this talk is to introduce the concept of Fear of Failure (FF) and discuss how it can affect one's motivation and engagement. Background of FF will be conceptually discussed via Conroy’s (2001) multidimensional model of FF. In addition, we will also discuss the role that FF plays in larger models of student motivation and engagement (Martin, 2014). Understanding this information may help us in saving students who may be at risk of dropping out, as well as maximizing the potential of students who are currently engaged.

TALK 1: This past academic year, faculty at Michigan Tech have piloted the use of an AI chatbot (Riffbot) to aid in assisting students with deepening their reflection of learning activities. Riffbot is a tool developed by the Stanford d.school and is designed to help people reflect by asking questions. The bot begins with an initial framing question, which can be defined by the instructor and serves as the starting point for the conversation. Then it moves into deeper, probing questions based on the students' responses
.
In our semester design project in ENG1102: Engineering Modeling and Design, Riffbot was employed three times during the semester after specific project activities. The first time students reflected on their experiences completing an educational escape box run by Educational Outreach at Michigan Tech. The second and third times were having students reflect on the feedback they received on various stages of their own escape box prototypes.

This presentation focuses on the pros and cons of using this particular form of AI chatbot. It will also provide recommendations in terms of logistics, prompt development, and timing to maximize student engagement and participation.

TALK 2: We will share the analysis results of the data we collect regarding students' use and perceptions toward the use of ChatGPT in learning Python programming, which will provide practical guidance for the use of generative AI in higher education.