Session 3 Workshops
Eric Dunning, Senior Lecturer, Institute of Applied Agriculture
Chelsea Mays-Williams, Lecturer, Institute of Applied Agriculture
Lori Sefton, Lecturer, Institute of Applied Agriculture
ESJ 0202 (Ground floor)
In this panel discussion, we will share how our unit embraced and enjoyed the university-wide initiative to incorporate DEIR into our classrooms. Presenters will discuss how they approached the challenge as well as how they individually incorporated the learning objectives of DEIR into their personal classrooms. The presentation will include how each presenter made it possible for their students to personally experience the culture/co-culture of others who have experienced life from a different perspective, a discussion of student reactions/learning brought on by the assignments, and time for questions.
Kevin Calabro, Director, Engineering Keystone Program
Tracey Centorbi, Lecturer, Geology
Jonathan Fernandes, Lecturer, Mathematics
Caitlin Fox, Lecturer, Biology
Kenneth Frauwirth, Senior Lecturer, Cell Biology & Molecular Genetics
Michael Keller, Senior Lecturer, Cell Biology & Molecular Genetics
Hans Lemke, Lab Coordinator, CMNS
Megan McLean, Lecturer, Animal & Avian Sciences
Swarna Mohan, Lecturer, Math & Natural Sciences
Hatice Sahinoglu, Senior Lecturer, Mathematics
Louisa Wu, Associate Professor, Cell Biology & Molecular Genetics
Anjula Batra, Senior Faculty Specialist, TLTC
ESJ 0215 (Ground floor)
Join the members of the Spring 2022 STEM Faculty Learning Community to hear about their conversations and experiences working together this semester to discuss ways to support the success of diverse populations in STEM fields. In the second half, participate in roundtable discussions with specific methodologies and approaches using evidence-based practices and existing research.
Bill Aarhus, MOOC Program Manager, Office of Extended Studies
John Johnson, Assistant Director, Project Management Center for Excellence, A. James Clark School of Engineering
James V. Green, Managing Director of Learning and Development, Maryland Technology Enterprise Institute (Mtech), A. James Clark School of Engineering
Charles Duquette, Lecturer, Maryland English Institute, College of Education
ESJ 0224 (Ground floor)
Massive Open Online Courses (MOOCs) have helped units to meet their goals, from generating revenue for units via a global audience while making UMD more accessible, to increasing awareness of programs, to supplemental student lead generation, to standing up and accelerating professional development while innovating your course delivery. MOOCs have been used strategically and tactically on campus, from asset re-use to strengthen campus and online offerings, to flipping a course which received the unit's highest student evaluation scores of any campus class they offered. Hear how some units have re-imagined learning through leveraging MOOCs to grow and to meet their goals.
Sarah Balcom, Principal Lecturer, Animal & Avian Sciences
Bob Slevc, Associate Professor and Associate Chair, Psychology
Tracy Tomlinson, Senior Lecturer, Psychology
ESJ 2204 (Second floor)
Hear from a panel of UMD instructors awarded with OER grants through the Maryland Open Source Textbook (M.O.S.T.) initiative and the University System of Maryland. Presenters will speak about their journey to OER: What inspired them to seek more affordable course materials? What challenges and successes have they met along the way? What recommendations or cautionary tales do they have to share?
Jaclyn Bruner, Lecturer, Communication
ESJ 2208 (Second floor)
This session plays on Marie Shear’s 1986 definition of feminism, “the radical notion that women are people,” and challenges us to think about student-centered learning. You may have recently found yourself in the difficult position of asking: how do we treat students with compassion and still hold them to high educational standards? (Spoiler alert: by approaching students as if they are people!) This hands-on session will highlight ways to structure classroom activities that focus on clear learning objectives, engaging lessons, and reflection practices aimed at student retention. This approach is applicable to a variety of different class subjects because it focuses on the core of compassionate pedagogical principles, not a particular subject matter.
Lea Rendell, Graduate Assistant, Economics, BSOS
ESJ 2212 (Second floor)
When designing a course, there is always the tradeoff between the benefit to learning from exams as the primary assessment method and the negative effect of increasing the pressure to perform for students. There is strong evidence to suggest that testing has a positive effect on learning. When assessing learning retention, studies have shown that those who were quizzed had significantly greater learning retention compared to those who were not quizzed or those who had a review lecture (Roediger et al., 2011; McDaniel et al., 2011). However, “high stakes” testing can lead to decreased performance for students with testing anxiety and surveys of college mental health has shown a large fraction of students suffer from anxiety (Hopko et al., 2005; Casey et al., 2022).
I will discuss a method to retain the benefit from testing while reducing the pressure on students so that we can achieve the true measure of a successful course: increased learning. In an economics course, a field that values testing over other forms of assessment, I designed my course to include a final exam (and quizzes) but found a way to both reduce the pressure on students and increase the learning. I created material review assignments that were optional but, if completed, decreased the weight of the final exam. I had a total of five and, if each were completed, the weight of the final exam was decreased from 25% to 20%. Students were aware that some questions from the material review assignments would appear on the Final Exam but they understood that no solution would be provided so they would need to work through the questions and find the answers through reviewing their lecture material. If they came to office hours, I would discuss their answers with them if requested. At the end of the term, I had several students express that they learned from these material reviews and felt they performed better on the exam because they felt less anxious during the exam. I observed that this method increased student engagement with the course material. Students expressed they felt more confident in applying the concepts they learned. I hope to share my experience and encourage other instructors to consider the best way to use exams as a tool for learning.
Joan Mooney, Lecturer, Professional Writing Program, ARHU
Katherine O’Neill, Lecturer, Professional Writing Program, ARHU
Marybeth Shea, Principal Lecturer, Professional Writing Program, ARHU
Jun Yang, Panel Facilitator, Senior Instructional Designer, DIT
ESJ 2309 (Second floor)
Peer assessment within the writing process can provide a valuable learning experience for students in both providing and receiving feedback. Further, such collaborative writing practices are typical in most professional settings. Carefully staged and designed peer assessment activities can improve student learning, result in stronger marks in final assignment submission, and help students anticipate professional life.
Peer collaboration in learning is a standard best practice in writing instruction. The pandemic and pivot to digital settings – including the necessity of asynchronous instruction and student-to-student engagement – required a re-mediation of what began as paper strategies into online platforms. Tested strategies, including discussion of platform options, can inspire peer collaborative work in other disciplines.
In this panel discussion, we have invited three innovative faculty who use peer assessment in their professional writing courses. Joan Mooney, Dr. Katherine O’Neill, and Dr. Marybeth Shea will share with participants how to stage peer learning in the arc of their assignments across a term and identify design criteria to implement effective peer assessment.
At the end of this session, participants will be able to:
Identify various types of peer review assessments;
Identify best practices and challenges in creating effective peer assessment;
Apply strategies and considerations for designing effective peer assessment in their courses including grading peer assessment.