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Women with short black hair and a white jacket addresses a large group in ESJ

Poster Session

During the lunch hour, view posters in the second floor lobby.

Lindsay Inge Carpenter, Faculty, Libraries
Gabriella Messinger, Graduate Assistant, Libraries
Yishan Ding, Graduate Assistant, Libraries

In this poster session, the presenters will share information about how the UMD Libraries successfully transferred their Research Education workshop series, Common Quandaries, to the online environment in the wake of pandemic-related campus closures. The poster will discuss the benefits and challenges of offering the program virtually, with lessons learned for other instructors considering a move to virtual programming.

Anastasia Armendariz, Graduate Assistant, Libraries

This poster centers individual perspectives, experiences, and even joy through historic materials. It offers guidance to instructors on building in-session learning environments that increase student comfort and invite their connection to the primary source materials at hand. Furthermore, this poster highlights how affect theory facilitates intentional pre-planning and post-reflection of primary-source centered instruction sessions.

These efforts are intended to invite reflection that guides students toward incorporating their own identities, interests, and ideas into their respective research. Grounded in archival theory and the presenter’s experience in instruction in both special collections and the academic library, the principles highlighted in this poster will apply to learning efforts in a range of scholarly and practical disciplines.

Emily Forgo, Graduate Assistant, Psychology, BSOS

This poster presentation will discuss the creation and implementation of an open education resource R programming textbook within a research methods laboratory course. We will discuss the development of the material and how we incorporated the material into various aspects of the course. We created R teaching tutorial files and accompanying videos for each statistical analysis. This allowed students to walk through at their own pace within RStudio. The teaching tutorial was accompanied by numerous short videos explaining the tutorial content and an analysis template to make it easier for students to apply it to their analyses. This implementation led to a large reduction in student cost and an ability to move to a more flipped design in the laboratory sections of the course.

Implementation of the material within the courses met challenges, both expected and unexpected, including technological challenges and student knowledge gaps. Solutions to resolve these challenges included developing additional assignments like pre- and post-lab modules to walk students through aspects they found challenging and provide a place to ask questions. The use of lab sessions provided an additional resource for instruction and discussion, both with instructors and with peers. Overall, we found that the open-resource nature of the textbook, the format of the video walkthroughs, and the use of analysis templates reduced student anxiety towards material they often had previously found intimidating and facilitated learning. Students, even those with no prior programming experience, reported that they felt greater confidence writing code and interpreting analysis results at the end of the course. Further discussion of the design, implementation and troubleshooting of these materials will be discussed within the poster so that the audience will be able to learn about OER implementation strategies generally as well as specifically with the OER textbook we created.

Ruddhi Wadadekar, Senior Instructional Designer, Maryland Fire and Rescue Institute

This poster will showcase an online training course I have designed and developed for the Office of Diversity and Inclusion (ODI) for the Equity and Hiring Officers. This course is offered via Canvas Learning Management System. The learners have various options to learn the same content. The multiple formats include an interactive session, an infographic, and simple text.

Learning Outcomes:

• Learners will be able to access this course on any device

• Learners will be able to access this course anytime

• Learners will be able to study this course in different formats

• Learners will be able to test their knowledge during the course

• Learners will be able to apply for the credits towards professional development after passing the exam at the end of the course

Zabrina Anzyl, Assistant Director, Integrated Life Sciences, Honors College

This poster will present 3-5 actionable changes, catalyzed by the pandemic, to protect instructor wellbeing and fit into any classroom.  These changes were born from pandemic circumstances, but can be adapted to educational outcomes as we continue to navigate extenuating circumstances and move forward.  Suggestions include: protecting and role modeling self-care, re-calibrating course objectives, and expanding assessment options.  Handouts with strategies will be available for easy implementation.

Rianna T. Murray, Assistant Research Professor, SPHL

This poster will describe the results of 3 years of evaluation data of the UMD Global STEWARDS, a novel interdisciplinary and experiential fellowship program for doctoral students working at the Food-Energy-Water (FEW) Nexus. The UMD Global STEWARDS program is funded by the National Science Foundation and is designed to foster interdisciplinary collaboration, enhance professional development, and increase oral and written science communication skills. This poster will detail how the two courses that all fellows are required to take complemented each other to train doctoral students to be collaborative, interdisciplinary scientists at the FEW nexus.

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