Conference Abstracts

The “Fearless Teaching Framework” is a conceptual model of an effective course that emphasizes four pillars that, working in tandem, promote student achievement and learning. These pillars, climate, content, practices and assessment, are evidenced in the accomplishments of our presenters. Click on a presentation to view its abstract below.


Presentations and Panels

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Examining the Role of Listening and Speaking in the Oral Communication Program: An Assessment of Learning Outcomes in COMM107

Devin Scott, Andrew Wolvin, and Lindsey Anderson, Department of Communication, College of Arts & Humanities


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“A Rich Intellectual Apprenticeship”: Teaching a Large Scholarship in Practice Class

Heidi Bulich and Jennifer Salazar, School of Architecture, Planning and Preservation


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Examining Exams: New Technologies for Administering Exams

Ryan Curtis, Department of Psychology, College of Behavioral & Social Sciences


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Building Inclusive Learning into Teaching: Lessons from the University of Edinburgh

Sue Johnston, Learning Technology Design, Division of Information Technology


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Using Learning Analytics to Support Evidence-based Decision Making

Ben Bederson, Teaching and Learning Transformation Center and Patrick Killion, Academic Affairs & Provost


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Integrate Critical Thinking into Your Course Assignments and Assessments

Annie Laurie Nichols, Department of Communication, College of Arts & Humanities and Bill Kules, iSchool


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Utilizing Diversity: A Funds of Knowledge approach to making any classroom inclusive

Annie Laurie Nichols and Melissa Lucas, Department of Communication, College of Arts & Humanities; Scott Holdren, Department of Chemistry & Biochemistry, College of Computer, Math & Natural Sciences


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Designing for All: Exploring course accessibility in ELMS Canvas

Ana Palla-Kane and Sue Johnston, Learning Technologies, Division of Information Technology


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Digital Pedagogy: New approaches in blended and online learning

Clare Parsons, Phillip Scott Moses, John Rosser Matthews, Daune Marie O'Brien, Professional Writing Program, College of Arts & Humanities


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Using Student Avatars to Support Novice Teacher Practice

Megan Madigan Peercy, Daniel Levin and Jade Wexler, Department of Teaching, Learning, Policy & Leadership, College of Education


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Improv in Every Classroom: Using fun exercises as teaching tools

Edward Priola and Larisa Cioaca, Institute of Applied Agriculture


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Common Core Kids: Strategies for instructing the next generation

Theresa Nebel Robinson, Department of Teaching and Learning, Policy, and Leadership, College of Education


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Direct Industry Collaboration in the Classroom—Case Study: Under Armour

Oliver Schlake, Department of Management & Organization, R.H. Smith School of Business


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Active Learning: The use of simulations to enhance student learning

Erica Smith, MLAW Programs and College Park Scholars


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Leveraging Strategic Partnerships to Enhance Learning

Jonathan Southgate, Allison Nederveld and Nicole Coomber, Office of Transformational Learning, R.H. Smith School of Business


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Critical Thinking: Moving toward greater learning

Susan White and Karen Hallows, Department of Finance, R.H. Smith School of Business


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Using UMD’s GenEd Writing Rubrics to Assign and Assess Writing

Scott Wible, Professional Writing Program, College of Arts & Humanities


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AMPing Courses—Creating a campus-wide mentoring program

Alexis Williams and Scott Roberts, Teaching and Learning Transformation Center


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Unpacking Diversity in the Classroom: Ensuring productive dialog among students

Rowena Winkler and Sabeen Sheikh, Department of Communication, College of Arts & Humanities


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Poster Sessions

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Learning Outside the Classroom: STEAM Salon Series at EPSL

Kelly Banyas and Elizabeth Soergel, Engineering & Physical Sciences, UMD Libraries


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Identifying Trends in Online Student Success Through Learning Analytics

Virginia Byrne, Department of Teaching and Learning, Policy and Leadership, College of Education


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Neighborhood Change, Equitable Development, Gentrification, Displacement, GIS, Community Development, Diversity, and Inclusion

Jeanne “Gina” Natalia Choquehuanca and Willow Lung-Amam, Department of Urban Studies & Planning, School of Architecture, Planning & Preservation


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REVEAL 360°: Research-enhanced Virtual Environments for Acquiring Language

Ewa Golonka, Medha Tare, Martyn Clark. Duane Shaw, Center for Advanced Study of Language and Sida Li, Eric Lee, Amitabh Varshney, UM Institute for Advanced Computer Studies


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To Click, Plick, Point, Card, or Survey in Class?

Evan Golub, William Gasarch and Jason Filippou, Department of Computer Science, College of Computer, Mathematical & Natural Sciences


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Using Metacognitive Learning Strategies to Improve Chemistry Education

Kim Huynh, Department of Chemistry and Michelle Udeli, Center for Minorities in Science and Engineering, A. James Clark School of Engineering


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Coming Soon, the Online Student Success Orientation (OSSO)

Mary Kot-Jansen, Learning Technology Design, Division of Information Technology


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Accessibility Checklist

Sue Johnston, Learning Technology Design, Division of Information Technology


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Learning Technologies: Where technology meets pedagogy

Deborah Mateik, Learning Technology Design and Mike Tony, Learning Technology Strategy, Division of Information Technology


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Virtual Office Hours: Developing personal relationships in a virtual environment

Cachanda Orellana, Teaching and Learning, Policy and Leadership, College of Education


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Using the PICO Method in Library Instruction Across STEM Disciplines

Stephanie Ritchie, Agriculture & Natural Resources, UMD Libraries


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AMPing Psych 100 for Active Learning

Scott Roberts, Teaching and Learning Transformation Center and Emily Maranto, Academic Peer Mentoring Program


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Creatively Teaching Fundamental Biology Concepts: Candy Cladograms!

Marcia Shofner, Sarvar Oreizi-Esfahani, Eleni Baker, and Pranish Katwal, Department of Entomology, College of Computer, Mathematical & Natural Sciences


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Implementing Signature Projects Through Scholarship in Practice General Education Courses

Ann C. Smith and Cynthia K. Stevens, Office of Undergraduate Studies, and Madlen Simon, School of Architecture, Planning, and Preservation


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Teaching Collaboration Skills

Ann C. Smith and Cynthia K. Stevens, Office of Undergraduate Studies, Erica Estrada-Liou, Academy of Innovation and Entrepreneurship, Melissa Hayes-Gehrke, Department of Astronomy, Madlen Simon, School of Architecture, and Kristan Cilente Skendall, Gemstone


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AMP Perspectives—Experiences of TLTC’s Academic Peer Mentors @ UMCP

Alexis Williams, Teaching and Learning Transformation Center


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The Academic Credit Internship Experience: Strategies for designing and facilitating an Online Experiential Learning Course

Steve Young, Psychology Department, College of Behavioral and Social Sciences


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Lightning Round Presentations

Lightning Round presentations will be held during one breakout session period, with each presentation lasting five minutes. Come to get a quick tips about ways to energize your teaching and professional practices.

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Understanding Students’ Perceptions and Practices for Pre-lecture Content Reading

Will Gammerdinger, Biology Department, College of Computer, Mathematical & Natural Sciences

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Unconference – Organic, Participant-Driven Professional Learning Experiences

Natalie Janiszewski, Matt Smith, Floria Volynskava and Mary Warneka, OTL, R.H. Smith School of Business


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The Thing About Me

Karen Lamb, Department of Communication, College of Arts & Humanities


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QR Codes in Classroom Discussions, Content Review, and Peer Analyses

Ebony Terrell Shockley, Teaching and Learning, Policy and Leadership, College of Education


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