Lightning Rounds
Visit one room and stay the whole hour as three rotating presenters share their content, or move from room to room to catch the content you are the most interested in learning about. NOTE: No formal transition time will be allotted during this session.
To read all Lightning Round descriptions, scroll through the sections below or view this PDF.
Room 0201 - Ground Floor
2:00 - n/a
2:15 - A Suite of 5 Anti-Racism Learning Modules Embedded in an Undergraduate Technology Design Course
Pamela Duffy, Jr. Lecturer, College of Information Studies
Learn about the development and implementation of anti-racism learning modules that can be embedded into a course to instruct students on the impact of personal bias and racism in their field. The framework of each module is a Read/Watch/Design structure. The culmination is a “design” assignment that requires students to think critically about what they’ve watched and read, which maximizes student engagement and increases the efficacy of the learning modules.
2:30 - ARHU's Undergraduate Technology Apprenticeship Program: Creating Faculty/Student Project Partnerships
Jen Patterson, Assistant Director, Academic Technology, College of Arts and Humanities
For over a decade, the College of Arts and Humanities has been pairing undergraduate students trained in academic technology and pedagogy with faculty members in need of technical assistance. To see a list of completed projects, visit go.umd.edu/previousprojects. Come learn about the College's process for vetting faculty proposals, selecting appropriate students to work with funded faculty, and facilitating the completion of successful projects.
Room 0202 - Ground Floor
2:00 - Adapting a Flexible Learning Protocol Post-covid - Room + Zoom + Recording - Just Do It
Jonathan Resop, Senior Lecturer, Geographical Sciences, BSOS
During the pandemic, we adapted to new teaching modalities very quickly. Now that we are largely teaching in-person again, we can create flexible learning opportunities that take advantage of all we have learned. A combination of in-class teaching, online broadcasting, and recording is highly beneficial for students to allow them maximum flexibility for learning, but it is sorely under-utilized. Join us for a discussion to consider a variety of teaching practices.
2:15 - Encouraging Student Voice and Choice Through Creative Assessments
Loren Jones, Assistant Clinical Professor, Teaching and Learning, Policy and Leadership
Alison Jovanovic, Senior Faculty Specialist, Teaching and Learning, Policy and Leadership
While we are now in a position to return to many pre-pandemic experiences, there are certain course elements from the pandemic that are especially beneficial for our students. One example is the Micro Teaching Menu, a unique assessment that was designed to “round out” students' internship experiences, to complement their coursework, and to further expose them to the many facets of teaching. Through our brief presentation, we hope to share this unique assessment with others.
2:30 - A Simple Way to Turn Your Boring Lecture Slides Into an Interactive Presentation
Raymond Tu, Assistant Clinical Professor, FIRE program
An easy way to make your lecture content more engaging is to allow students to highlight and comment on the slide's content before the start of the class. This is especially useful for lectures offering rich amounts of information that do not require all slides to be presented in detail. I will show the audience with a real example of how I implemented this in my class with great results.
Room 0215 - Ground Floor
2:00 - Infusing Anti-Racism into a Course Project
Jennie Lee-Kim, Assistant Clinical Professor, Human Development & Quantitative Methodology, College of Education
Over two semesters, a team assignment was revised to encourage students to think about anti-racist implications related to topics drawing from the study of human development and current events. Students completed pre and post reflection activities to consider what it means to be anti-racist. They also shared how their perspectives changed after working with their teams and listening to the presentations from other teams. Hear lessons learned and next steps.
2:15 - Menstrual Health Education: Designing a Global Classroom with a Decolonial Lens
Elisabeth Maring, Associate Clinical Professor, Associate Director, The Global Health Initiative
Taylor Woodman, Affiliate Assistant Professor, Internationalization Specialist, Office of International Affairs
International virtual exchange (IVE) has grown exponentially in connecting faculty and students from institutions in the global south and global north. Using UMD's approach of the Global Classroom (GC), Teaching Menstrual Health: Dispelling Myths and Misconceptions, challenges students to design assessment and teaching tools to address a highly stigmatized global issue. This GC course uses a decolonized pedagogical approach to address historical power imbalances.
2:30 - Creating a New iCourse in Fermentation Science
Diana Cortez, Lecturer, Plant Science & Landscape Architecture
Angus Murphy, Professor, Plant Science & Landscape Architecture
Wendy Peer, Associate Professor, Environmental Science & Technology
To assess student interest in fermentation science as a potential major or minor, we created an iCourse that explores the full range of fermentation science in society. We made sure to make the course accessible through the ELMS-Canvas structure, alternative formats, accessibility checkers, quiz extensions, and video captioning. We also focused on inclusion by featuring examples and readings that focus on underrepresented identity groups and providing multiple types of assessment.
Room 0224 - Ground Floor
2:00 - Facilitating Role Playing Games in the Classroom
Chelsea Stolt, Graduate Student, Classics, ARHU
This lightning round will describe how to create and facilitate role playing games in the classroom. Role playing games are effective in increasing student engagement across all disciplines, but this presentation will advocate that they are especially valuable in classrooms where opportunities for experiential learning are scarce.
2:15 - Professional Development as Equity: A Case Study with the Research and Teaching Fellowship at the Libraries
Imani Spence, Graduate Assistant for Teaching and Outreach, Libraries
When diversifying the talent pool for academic librarianship, it's often clear that many people simply don't have the skills and tools to be competitive in the job market. The Research and Teaching Fellowship provides professional development for students who are looking to become instruction librarians in an academic library, which offers a helpful framework for graduate students. This presentation will offer useful tips and guides for graduate student professional development.
2:30 - Research Computing and Technology for Teaching and Learning
Sheila Zellner-Jenkins, Senior Research Analyst, Research Computing
Sam Porter, Associate Director, Research Computing
Research technology is limited to ‘research’ by name only. Hear from faculty about their experiences using research technology in the classroom and learn about the tools and services available. Gain new ideas about incorporating research technology into your pedagogy and understand different approaches to introduce students to tools that will be useful in future careers or studies. Join and grow a community of practice focused on the use of these technologies on campus.
Room 2204 - Second Floor
2:00 - I Prefer Print Books”: Moving Past Personal Preference to Ensure Equity in Classrooms
Emily Cranwell Deinert, Librarian for English Language and Literature, Linguistics, and Psychology
As our country works to “return to normal," there are those who desire to return to pre-pandemic reading and teaching methods. In the libraries, this has manifested by a return to requesting print books. While print books may be preferred by many and do have benefits, we will discuss how print books may not be the most equitable option and will ask library faculty and teaching faculty to consider the benefits of equitable reading formats when making purchasing requests.
2:15 - The Breadth and Success of OER: Creating and Using the Learning R the EZ Way Textbook
Amanda Chicoli, Lecturer, Psychology
Tracy Tomlinson, Senior Lecturer, Psychology
We created an open education resource for instructors and researchers who would like support in teaching R (https://sites.google.com/umd.edu/ezlearning-r/home). This book is largely based on hands-on examples with video walk-throughs. In this session, we will share the process of creating an OER using google forms, how we use this OER in our course and research, how others might be able to use this OER, and how students have responded to this OER.
2:30 - Keep Teaching: Leveraging Disruption as a Catalyst for Change
Lindsay Inge Carpenter, Research Education Program Lead and Pedagogy Librarian
Rachel Gammons, Head of Teaching & Learning Services, Libraries
The pandemic was a chance for innovation, allowing the UMD Libraries to focus on improving mission-critical work. The teaching program at UMD Libraries is a case study for innovation under pressure, highlighting an online professional development program for library teachers; the transition of a fundamental program—the Academic Writing Program—from in-person to online; and redesign of a teacher training program to better support online learning and pedagogy.
Room 2208 - Second Floor
2:00 - Redesigning a Chemical Engineering Statistics Course to Reduce Observed Achievement Gap
Deborah Goldberg, Senior Lecturer, ENGR
Learn about a course redesign aimed at reducing the achievement gap between students of disparate academic preparation in a chemical engineering statistics course. The course was redesigned through supplemental example videos and incorporation of weekly in-class active learning exercises. During the redesigned course offering in Fall 2020, there was no longer a statistically significant difference in final grades, indicating success of the redesign objectives.
2:15 - Universal Design for Learning: A Focus on Multiple Means of Representation
Sandra L. Saperstein, Lecturer, Behavioral & Community Health
We worked to incorporate Universal Design for Learning principles and accessibility best practices while we redesigned a course to be fully online. We interviewed students with disabilities to hear about their experiences in the college classroom and incorporated their feedback. I will focus on how we incorporated multiple means of representation into our course and provide some tips to get started incorporating this principle in your courses.
2:30 - The Power of UDL in Student Reflections: A Case Study of UNIV100
Sue Johnston, Accessible Learning Designer, Academic Technology & Innovation
UNIV100 is a freshman orientation course designed to encourage students to reflect on their place on campus and in the world. I incorporated Universal Design for Learning principles to allow for multiple means of expression. This gave students the option of submitting their journal posts in any format they wished, as long as they answered the assignment prompts. This resulted in a level of authenticity in reflections far greater than even I expected.
Room 2212 - Second Floor
2:00 - Virtual GIS Lab During COVID-19 Pandemic: A Solution to Remote Computing
Milan Budhathoki, GIS and Spatial Data Librarian, Libraries
Napoleon Jr. Rumingan, Senior Desktop Support Coordinator, Libraries
UMD libraries' GIS and Spatial Data Center established a virtual GIS lab to connect users who needed access to GIS computing resources remotely. The lab was equipped with specialized software in Geographic Information Science, Remote Sensing and statistical softwares (ie., SaS, SPSS). I will highlight how setting up the virtual GIS lab was instrumental to students, faculty, researchers and staff during the pandemic.
2:15 - The Best Last-Minute Class Transfer is a Flip!
Greg Baecher, Professor, Civil & Environmental Engineering
John Johnson, Faculty Specialist, Civil & Environmental Engineering
In Spring 2022, our PM Program faced low enrollment and needed to rearrange teaching assignments - a common story. We transformed our Project Management course through two handoff meetings; short, high-quality lectures; TED-talk type guest speakers; and a clear course organization system through Canvas and Google Drive. These strategies allowed us to flip our class, including our Active Learning Workshops, to better meet the needs of the students.
2:30 - Disrupting Competitive Cultures in Science Through Deliberate Instructional Practices
Chandra Turpen, Assistant Research Professor, Physics
Patrick Banner, Graduate Research Assistant, Physics
We will share some of our core instructional practices in our human-centered physics course, including: (1) gathering student data, (2) adapting instruction accordingly, (3) using discussion norms in class, (4) allowing students to puzzle over things with peers in and out of class, (5) celebrating and giving feedback, and (6) building in structures for revising work. This is reducing competitive cultures in our science classroom and cultivating an orientation toward learning.
Room 2309 - Second Floor
2:00 - Gallery Walk: Visualizing, Sharing, and Critiquing Peer Thinking
Joanna Hung, Terrapin Teachers Undergraduate Teaching Assistant, CMNS
Dana Grosser-Clarkson, Lecturer, Terrapin Teachers Program, CMNS
Gallery walks allow students to collaborate in small groups and communicate their thinking to the whole class. Students can move freely around the classroom during a gallery walk to view other groups’ work and ask questions to critique their peers’ thinking. With opportunities for physical movement, social interaction, and critical thinking, gallery walks can help build a classroom culture of exploration and collaboration.
2:15 - More Than a Name: Building Student-teacher Relationships Via Feedback Name Tents
Dana Grosser-Clarkson, Lecturer, Terrapin Teachers Program, CMNS
Joanna Hung, Terrapin Teachers Undergraduate Teaching Assistant, CMNS
See example name tents we use in our classes. Like traditional name tents, ours allow for students to present their names as well as their pronouns if they choose. Additionally, our name tents provide interior feedback space where the student and instructor have written communication. Students respond to one of several types of prompts, which has served as a way to better get to know our students on an individual basis.
2:30 - A Digital Curriculum for Space Science and Research Education
Rey Sasaki, Undergraduate Student, Terrapin Teachers, Mathematics, Music
Taylor Bartlow, Faculty Assistant, Cell Biology & Molecular Genetics
Jason Hipkins, Faculty Assistant, Cell Biology & Molecular Genetics
Daniel Serrano, Senior Faculty Specialist, Institute for Physical Science & Technology
We have developed a 7-module series of videos and worksheets to be used by high school and college educators/mentors who are interested in having their students explore what it means to be a scientist and researcher (with a focus on space science). Our curriculum uniquely emphasizes a holistic exploration of science and research as a career, providing students with concrete ideas of what a career in science looks like.