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Session 1 Workshops


Megan Masters, Director, Academic Technology Experience; Lecturer, Human Development and Qualitative Methodologies
Laura Stapleton, Professor and Acting Dean, College of Education
Linda Steiner, Professor, Philip Merrill College of Journalism; Director, University of Maryland ADVANCE
Yu-Wei Wang, Research Director/Assistant Director, Counseling Center
Lucy Hess, Sophomore, Kinesiology Major
Madhulika Nallani, Senior, Cell Biology and Genetics
ESJ 0201 (Ground floor)

Welcoming our community members back to campus amidst the COVID-19 pandemic this academic year presented a unique set of circumstances. Students and instructors re-adjusted to in-person instruction, yet still had to manage COVID-19 restrictions and precautions. Students came to campus with different expectations for their living and learning experiences, and instructors continued to serve as a critical resource for students’ academic and non-academic concerns. This panel discussion will share results from longitudinal surveys about UMD students’ and instructors’ experiences during the pandemic, and panelists will share how they have used those results in their work.

Sylvette La Touche-Howard, Associate Clinical Professor, School of Public Health
Tracy Zeeger, Associate Clinical Professor and Undergraduate Program Director, Behavioral and Community Health
ESJ 0202 (Ground floor)

How do you engage students in complex topics and collaborative discourse when you are in a lecture hall with 350 people? SPHL 100: Foundations of Public Health is a course required by all School of Public Health majors, enrolling approximately 400 students per fall and spring semester and an additional 200 over the summer. As a result of the pandemic, this course has undergone a massive transformation from a traditional large lecture with discussion sections to an interactive, flipped classroom that has also been successfully translated to a small 35 person section seamlessly. In this session, you will learn strategies used to keep a large class organized, on task, and productive. We will present class activities, strategies for sharing group work, and methods of assessment that move beyond exams.

Cynthia Kay Stevens, Associate Dean, Office of Undergraduate Studies

J. Gerald Suarez, Professor of the Practice in Systems Thinking & Design, Smith School of Business 

Bill Kules, Principal Lecturer and Director, iConsultancy Experiential Learning Program, College of Information Studies

Lawrence M. Clark,  Assistant Dean, Office of Undergraduate Studies

Ebony Terrell Shockley, Executive Director/Associate Clinical Professor, College of Education

Nazish Salahuddin, Senior Lecturer, Director of Undergraduate Studies in Psychology, and Assistant Chair for Equity and Inclusion in Psychology
ESJ 0215 (Ground floor)
NOTE: This is an extended session, 10:00-11:50.

Gain inspiration and frameworks for how you might implement systemic curriculum changes in order to expand the impact of DEI curriculum initiatives. In this interactive session, our panelists will briefly describe how they have introduced DEI content into their program's curricula and then audience members will then meet in small groups with panelists to practice "brainstorming with constraints" as a way to keep obstacles from creating insurmountable setbacks. Audience members will apply these insights to generate and share actionable ideas to implement these DEI changes in their own academic units. Our goal is for audience members to leave with plans and campus contacts to support systemic changes.

Alexandra Calloway, Senior Lecturer, English
ESJ 0224 (Ground floor)

Even small hands-on experiences in the classroom can contribute to achieving learning outcomes while engaging students in their own learning process. In this session, you will learn what experiential learning is, explore various forms of experiential learning techniques, examine how you can get started to include experiential learning in your classroom and begin to consider and create a small experiential activity for your class.

Jodi Coalter, Life Sciences & Outreach Librarian, STEM Libraries
ESJ 2208 (Second floor)

In this session, you will discuss power dynamics within citation practice, and work to create a practice that uplifts voices traditionally marginalized within predominantly white institutions (PWI). By the end of the session, you will be able to identify opportunities to teach critical citation practice within your classroom, locate and use diverse voices within your field, identify tools to help organize your citation justice  practice, and understand how the University Libraries can support you in this task.

Megan McLean, Lecturer, College of Agriculture & Natural Resources
Monica VanKlompenberg, Lecturer and Internship Coordinator, College of Agriculture & Natural Resources
ESJ 2212 (Second floor)

Learn how to create Escape Rooms using Google Forms and brainstorm uses for them in your courses. In this session, you will try your luck at a mini-escape room, explore examples of questions and content in escape rooms, and brainstorm a possible use of the escape room concept in one of your own classes, events, or training sessions. Participants are encouraged to bring a laptop or tablet to the session to get the most benefit from it.

Melvette Melvin Davis, Lecturer, English, College of Arts and Humanities
ESJ 2309 (Second floor)

Responding to student work can be one of the most challenging instructional responsibilities. Ungrading is an approach to assessing student work that is driven by 1) empowering students to set their own goals for learning, achievement, and demonstration of skills and 2) rewarding labor and effort given towards completing assignments and objectives. This workshop will highlight major underlying principles of ungrading and present approaches to responding to student work using ungrading as a major component of assessment. Attendees will learn principles of ungrading, hear strategies and tips for implementation, and brainstorm options for implementation in future courses. 

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