2013 Teacher-Scholar Forum at MSU Denver
February 22, 2013
Auraria Campus
8-9:00am
Check-in and morning beverages, North Classroom Atrium
9-10:00am
Concurrent Sessions
1A) NC 1608
Dissecting Discussions: Models and Frameworks for Facilitating Deeper Student Inquiry
Bridget Arend (University of Denver) and Kim Hosler (University of Northern Colorado)
Classroom and online discussions are common teaching methods for promoting critical thinking
and reflective thought among students. However, discussions can suffer from surface-level
responses, uneven participation, and a lack of direction. In this workshop, participants will explore
an empirically-derived framework for facilitating discussions toward deeper inquiry. Best practice
in facilitation as well as appropriate question stems and questioning strategies will be shared.
Participants will have a chance to practice dissecting a discussion and will explore different
strategies for encouraging deeper student inquiry.
1B) NC 1607
Team-Based Learning 101: Introduction to Formal Active Learning
Pete Clapp, Rebecca Moote, and Dan Berlau (Regis University)
Team-based learning (TBL) is a structured learning methodology designed to convert the
classroom experience from one of acquiring knowledge individually in a lecture-based format to
applying knowledge collaboratively in group problem-solving exercises. The goal of TBL is to
promote active and collective learning while enhancing students’ teamwork and communication
skills. This workshop will introduce attendees to TBL through active participation in a TBL session
and will provide attendees with some basic steps for changing their lecture-based courses into
high-energy, team learning experiences, regardless of the course content.
1C) NC 1515
A Model of Instructional Coaching: Supporting Instructional Professional Development
Barbara Patterson, Stewart Erlich, Spencer Morrison, and Eric Salahub (Front Range
Community College)
Instructional coaches are on-site professional developers, who work in a partnership role with
faculty to plan and implement evidence-based instructional methods. Instructional coaching (IC)
has been widely employed in the K-12 public school system but has rarely been offered at
college/university academic institutions. Four Front Range Community College instructional
coaches will summarize the development and implementation of their partnership approach to
providing collaborative mechanisms for instructional feedback and reflection, on-going individual
professional development, and the collecting and sharing of best practices for teaching and
learning.
1D) NC 1539
Service Learning 101: Developing SL Courses for the Urban University
Maria Lopez, Joseph Sandoval, Ashby Butnor, Graham Ignizio, Jinzheng Wang, Charles
Hoge, Craig Svonkin, Sheila Rucki, Michael Bernhardt, and Ana-Maria Medina (MSU Denver)
This workshop presents the course designs produced by MSU Denver’s Service Learning 101
Faculty Learning Community. Participants will discuss the steps in developing a SL course that
reflects the best practices identified in the literature and present their own course designs that put
those practices into the context of a non-traditional urban commuter campus. Participants are
encouraged to bring their own ideas for courses into which they would like to integrate SL practices
for work-shopping with panel members.
1E) NC 1202
Whose Responsibility for Learning? Faculty Reflections on Student Attitudes toward Learnercentered Teaching
Nancy K. Sayre, Jeffrey R. Helton, Jeff Hammond, Mark Potter, Lin Huang, Michael Caston,
Catharine F. Bishop and Cheryl King (MSU Denver)
How can we get to know our students as learners? Members of a faculty learning community
(FLC) took intentional steps to hear directly from their students, reflect upon what they learned,
and contemplate what changes they can make to their teaching. Initially a focus-group inquiry was
conducted to ask students about the eight reasons suggested by Doyle (2008) as to why students
resist adopting learner-centered behaviors. The FLC members recorded their reactions to the
students’ comments and documented their ideas for how to respond to issues raised. FLC members
will describe their process for understanding their students as learners and suggest ways to
transform student insights about themselves into steps for making positive teaching changes.
1F) NC 1511
Research Presentations: Science, professionalism, and students' worldviews
Moderator: Keah Schuenemann

Teaching Science in a social minefield--the effect of student worldview on learning
David Westmoreland (United States Air Force Academy)
Educators often present mainstream science that is nevertheless debated in nonscientific
circles - evolution is one example. Students can have worldviews that influence their
motivation to learn and their evaluation of empirical information. This study quantified
college students’ knowledge and appraisal of evolution as valid science. Creationist
students’ scores were 40% lower than those of other groups, and their knowledge did not
correlate with appraisal of evolution as it did in other groups. Thus, education of such
students by the presentation of empirical evidence is ineffective. This impediment to
learning can be moderated by prior, explicit instruction on scientific reasoning.
 Teaching Professional Skills Within a Synthetic Medicinal Chemistry Independent
Study
Matthew G. Fete (Regis University)
It is well known that writing, presentation and communication skills are not always
intentionally taught in Health Care curricula and are often not practiced until students’
advanced clinical experiences. Independent Study in Pharmaceutical Sciences prior to
advanced practice experiences lends well to teaching these important skills and enhances
student competency in literature review and critical thinking. Regardless of the
professional path or academic discipline, certain skills are absolutely essential for gainful
employment and growth within one’s field. Skills that are key to the development of young
professionals can be taught within Independent Study electives in the Basic Sciences.
 Development and Implementation of an Interprofessional Elective: A Pilot
Experience
Miki Goldwire, Alice Davis, Karen Pennington, Judy Crewell and Maureen McGuire
(Regis University)
Interprofessional education (IPE) fosters the understanding of individual health care
professionals’ role in patient care. Development of IPE courses, however, is not without
challenges. Over a three-year period, members of the Regis University Rueckert-Hartman
College for Health Professions developed a blended elective course in spiritual care. To
accommodate individual school elective schedules, two courses were created: a 1-credit 5
week followed by a 2-hour 10-week course. Each consists of weekly online discussion posts
and exercises with two to three 4-hour Saturday classroom sessions. All students either
agreed or strongly agreed the course was intellectually challenging and stimulating.
10:15-11:45am Keynote Address NC 1130
The New Science of Learning: How Brain Research is Revolutionizing Teaching and
Learning
Terry Doyle, author of Helping Students Learn in a Learner-Centered Environment
11:45am-1:15pm Lunch
Posters
Topical Discussions
(12:45-1:15)
11:45am-1:15pm Posters North Classroom Atrium
P-1) Empowering students via service learning and community partnerships
Harvey Bishop, University of Colorado Denver
The Urban Citizen course (taught in the UCD Department of Political Science) builds on an
interdisciplinary approach, including the Public Achievement model of student community
engagement (political science) and Self Determination Theory (social psychology) to move students
from concepts to practice, applying new self-awareness and insights to implement class-designed
action-solutions to urban challenges. For twenty years, we have found that these models for radical
power sharing and democratic decision making in the classroom dramatically engage and empower
students. Carefully chosen community partners that provide students with meaningful service
learning experiences in low-income urban environments are also critical to student engagement.
P-2) Direct Display of Student Learning: Student-Made Teaching Videos
Jennifer Guess and Robert Noyd, United States Air Force Academy
Biological processes such as photosynthesis and gene expression are complex and abstract for
students to learn and many cope through memorization rather than a deeper understanding of the
process. This lack of a deep understanding hinders the ability of students to critically think about
the concepts, apply them to scenarios and real-life examples, and retain the information for future,
advanced courses. We actively challenge and engage students to explain these processes by making
short videos during class time. This provides opportunity for feedback, repetition, and a direct
revealing assessment of their learning.
P-3) Measuring Effective Homework Strategies for Students in General Physics
Kimberly de La Harpe, Fredrick J. Kontur, and Maj Nathan Terry (United States Air Force
Academy
Homework has long been viewed as a signature tool for learning physics. However, recent
studies have shown that the benefit from doing written homework depends largely on a student’s
math and science background. We are interested in how specific problem-solving elements in
physics homework solutions impact the learning process for students with broad ranges of math
and science backgrounds. This study examined the homework solutions of students in two general
physics classes and classified the problem-solving elements used by students who were successful
on course exams and those students who were not in order to determine effective homework
strategies.
P-4) Dueling Methods: Two Approaches to Learner-Centered Teaching
Jennifer Bradford and Denise Mowder (MSU Denver)
In taking on the challenge of a historically difficult class (Criminal Justice Research Methods)
two professors independently chose to break the mold by focusing on learner-centered techniques.
Dr. Denise Mowder utilizes a team-based learning approach which focuses on collaboration and
feedback to create a motivational learning environment. Dr. Jen Bradford utilizes a hands-on,
practical approach of field experience and classroom assessment to also create a motivational
learning environment. Both have found success in these methods in student evaluations; current
assessments indicate that learning potential has risen substantially.
P-5) Approaching Final Course Projects Using Universal Design for Learning (UDL)
Lunden MacDonald (MSU Denver)
This poster presentation describes the use of cross-disciplinary strategies of Universal Design
for Learning (UDL) to develop final projects in an upper-division course. Concrete methods for the
implementation of this type of project are discussed, and examples of student work produced using
this model are showcased. Finally, student comments and reactions to the projects are detailed.
The conclusions of the research demonstrate the effectiveness of this approach to individual
student work products in a UDL-inspired classroom environment.
P-6) Professionalism in ACTION!
Megan Schumacher and Lauren Burt (Regis University)
Professionalism is not something that we are born with and is not often an interactive subject,
but in the Regis University School of Pharmacy experiential program we have made it a cinematic
experience. Pharmacy students increased peer awareness of the six tenets of professionalism as
defined by the American College of Clinical Pharmacy by creating and recording a public service
announcement (PSA). Students’ ability to identify and describe the tenets of professionalism were
assessed before and after completing the PSA assignment. This poster displays the purpose, tools,
methods, results, and student opinions of the professionalism PSA project.
P-7) Observing Practices and Attitudes on Leadership Development in Foreign Language
Lt Col LeAnn Derby, Sheri Spaine Long, Col Daniel Uribe, and Lauren Scharff (United
States Air Force Academy)
The United States Air Force Academy is recognized as one of the premier undergraduate
institutions that develop leaders of character. The relationship between leadership studies, as a
field of inquiry, and the foreign language discipline has yet to be fully explored as a research focus.
Therefore, the research objectives of this project were focused on taking a snapshot of the presence
of general and discipline-specific leadership development in foreign language education at USAFA
and the consideration of future directions for more explicit and systematic intertwining of
leadership and language development within the Department of Foreign Language courses. Results
will be presented.
P-8) Relational Aggression in Health Professions Students
Louise Suit, Janet Houser, Lauren Burt, Steve Luckey, Daniel Roysden, and Allana Sucher
(Regis University)
Bullying, lateral violence, and incivility are receiving increased media attention.
Intraprofessional researchers studied prevalence of relational aggression for 274 health
professions students at a university. A 15 item Student Interaction Assessment measured relational
aggression on six subscales: physical and emotional aggression, intimidation, electronic media
aggression, and social isolation. Results found relational aggression on the subscales of: overt
physical and emotional abuse, electronic media aggression, intimidation, and loss of confidence.
Prevalence of students who experience relational aggression informs university administrators and
faculty about the need for support services and counseling for those who are targeted.
P-9) Countdown to Accreditation: Content Mapping to Document a Quality Curriculum
Louise Suit and Linda Campbell (Regis University)
Accreditation is essential to universities. The accreditation visitor asked, “How do you do a
systematic review of the curriculum?” Using a database of university and school concepts drawn
from the university’s mission and outcomes, conceptual framework, nursing and educational
standards, a subgroup of the Curriculum Committee systematically assessed syllabi and content
outlines for core concepts. Assessment analysis allowed a task force to review the data for overlap,
excessive, and/or missing concepts needed for curriculum documents in preparation for the
successful accreditation visit. The process was applied to other educational programs with equal
effectiveness.
P-10) A SWOT analysis of undergraduate clinical experiences
Jessica Rossi-Katz and Catherine Curran (MSU Denver)
Clinical experiences are a component of undergraduate curricula in many of the allied health, human
services and education fields. As instructors of a clinical-practice course in speech, language, and hearing
sciences at MSU Denver, we use a SWOT (Strengths, Weaknesses, Opportunities & Threats)
methodology to analyze our approach to integrating clinical experiences into coursework for
undergraduate students. Based on the results of our SWOT analysis, we identify future objectives to
optimize the content and design of our particular course and undergraduate clinical experiences in
general.
P-11) What Do Students Know and What Can They Do? Creating an Assessment Plan for
General Studies
Jane Chapman Vigil, Nels Grevstad, and Sheila Thompson (MSU Denver)
This poster session focuses on rubric development and application within a large General
Education program. Following a brief description of the MSU Denver General Studies program and
its origins, facilitators share the recursive process of rubric development involving the campus
community. The poster will also demonstrate the beginning stages of rater training and the
application of rubrics to a variety of General Studies artifacts across disciplines. The final step of
the inquiry process demonstrates how data gathered will help inform potential changes for the
assessment process and how the scholarship of teaching and learning can be applied to large-scale
learning.
P-12) Achieving Teaching Effectiveness in an Online Classroom: Lessons from the Model of
“Community of Inquiry” (CoI)
Ting Jiang (MSU Denver)
This poster session presents the three principles of “Community of Inquiry” (CoI) framework.
The poster will also demonstrate how the application of CoI framework contributes to enhanced
teaching effectiveness in an online classroom setting. My interactions with the audience will include
explanation of the framework; I’ll also draw from my personal experience to show ways to maintain
“social, cognitive, and teaching presence” in order to build a “Community of Inquiry.”
P-13) OhWOW: Water Stewards by Design- Collaboration With a Purpose
David Klein and Tom Cech (MSU Denver)
This poster presentation will report on collaborations between the OWOW (One World One
Water Center for Urban Water Education and Stewardship) Center and the Industrial Design
Department at Metropolitan State University of Denver. OWOW’s mission is to help students
become urban water stewards through coursework, co-curricular events, and applied learning
activities. Industrial Design students attend learning sessions with OWOW Director Tom Cech and
Denver Water in order to invent concepts that actually conserve or increase awareness of water
conservation. The principles are internalized as students devise innovative, informed design
solutions. Industrial Design courses are a perfect space for projects like these because the
professors apply collaborative or cooperative learning, problem-based learning, active learning,
and critical thinking skills into their pedagogy.
12:45-1:15pm Topical Discussion Sessions
Please join our keynote speaker and select MSU Denver faculty members at these brief and informal
“table talk” sessions.
T-1) NC 1607 “Peer-to-Peer Learning.”
Terry Doyle
Explore the benefits of letting student peers be their own best professors. Take away some
ideas for how to implement peer-to-peer learning activities in your classes.
T-2) NC 1511 “Reaching All Your Students.”
Liz Kleinfeld
This session will focus on multiple methods of addressing the widely varied learning needs of
the students in your classroom.
T-3) NC 1515 “Lifelong Learning.”
Carol Jensen and Michelle Tollefson
Discuss attitudes, activities and success stories that inspire the creation of lifelong learning for
you and your students.
T-4) NC 1202 “The Scholarship of Teaching and Learning (SoTL).”
Aaron Richmond and Gloria Eastman
Define SoTL and identify how this research can impact your teaching. Learn how the SoTL
presentations at this conference might inspire your own SoTL project.
1:15-2:15pm Concurrent Sessions
2A) NC 1539
Implementing Authentic Learning: From our FLC to Your Classroom
Michelle Tollefson, Carol Jensen, Carla Aguilar, Emily Matuszewicz, Judith Streit,
Jingzheng Wang (MSU Denver), and Lorrie Evans (Auraria Library)
Our Faculty Learning Community is focusing on techniques for enhancing life-long learning.
Authentic learning is one such technique that encourages students to learn course objectives
through application of concepts to their real-world experience. We will examine how faculty can
easily increase authentic learning in their classroom through designing authentic learning tasks
that have social value beyond the classroom, encouraging collaboration, and teaching students to
act in a manner similar to experts in our fields. In this interactive workshop, we will share our
experiences along our journeys, provide you with resources, and help you incorporate authentic
learning into your classroom.
2B) NC 1515
Teaching English and Science Together: A Learning Communities Model
Amy Forgue and Chris Romero (Front Range Community College)
In this workshop session, presenters will discuss pairing Biology and Composition courses,
creating an innovative environment that integrates science and liberal arts content. We will present
an overview that explains the rationale behind the course pairing, curriculum development and
integration, assessment, and impact on students. Participants should bring materials from their
courses for a discussion and activity.
2C) NC 1608
Designing a Professional Development Series in Mathematics for K-8 Teachers
Nicole M. Russell, Allegra B Reiber, Cathy A. Martin, Jeff D. Farmer, Mindy Adair, Kent
Seidel and Jodi Holzman (University of Denver)
An interdisciplinary group of university mathematicians, mathematics education faculty,
curriculum and instruction faculty, and content specialists from a large urban district collaborated
to create a coached professional development series in mathematics for K-8 teachers. Teacher
participants are expected to be leaders in their classrooms and schools to sustain change. The
purpose was to address identified gaps in mathematics content that K-8 teachers need to prepare in
order to support all students’ achievement in mathematics. The gaps we chose, using the Common
Core State Standards as a guide, included 1) a deep understanding of addition and subtraction and
2) a deep understanding of rational numbers, fractions, ratios and rates.
2D) NC 1607
Applying the Science of Teamwork to the Classroom
Joseph B. Sullivan (MSU Denver)
“Team Effectiveness can be enhanced. It is just a matter of applying the science” (Ilgen).
Teamwork can be the primary teaching andragogy. How to design, conduct and evaluate virtually
any course from a scientific team theory is the central focus of this session. Experimental classes
utilizing teamwork pedagogy demonstrate an increase in content focus, coverage of significantly
more material and increases in skill development, as well as the development of life skills in
communication, interpersonal development, teamwork and leadership. Participants will be
introduced to a science-based model for effective team processes and a template for creating a
team-based course.
2E) NC 1202
Experiential Learning Explored: Practical Applications and Outcomes of Service Learning
Rhonda Eaker and Bethany Fleck (MSU Denver)
Service Learning is a form of experiential learning that has been documented to be a “high
impact” educational practice. This session will explore David Kolb’s theoretical basis for
experiential learning and participants will examine their own learning style in the context of Kolb’s
theory. The presenters will also share the results of a fall 2012 research study comparing the
outcomes of a service learning class to a non-service learning class. Finally, examples of service
learning projects for a variety of fields will be discussed and participants will have the opportunity
to explore service learning ideas for their own classes.
2F) NC 1511
Research Presentations: Course design and delivery
Moderator: Mark Potter

Does the Medium Matter? Online versus Paper Coursework
Rey Hernandez-Julian and Christina Peters (MSU Denver)
If individuals process information differently when it is accessed electronically rather than on
paper, then the transition from paper to electronic text may affect learning and retention.
Using a randomized experiment, we compare learning outcomes of economics students who
use electronic teaching tools with students who access the same material on paper. We find
that students who submit homework online complete more assignments but have lower
classroom attendance rates. However, there is no effect on exam scores. This suggests that
while an electronic medium may enable instructional material to be accessed more easily, it
does not significantly impact learning.

Using Empirical Methods to Measure Impact of Lesson Design Changes
Lt Col Daniel T. Schmitt and Maj David Merritt (United States Air Force Academy)
An Introduction to Computer Science course is taught to every student at the Air Force
Academy. Within this course are Cyber Warfare lessons that have typically been taught using
lecture formats. This presentation will summarize a SoTL study at USAFA that investigated
whether a substitute Offensive Cyber Warfare Lab and a Digital Forensics Lab taught the
material more effectively, and whether it more strongly motivated students towards degrees
and careers in Cyber. Results showed the active-learning labs were more effective in
facilitating the students’ learning as well as in motivating them toward degrees and careers in
Cyber.

Group Projects That Work: Incorporating Student Feedback to Project Design
Apryl Brodersen (MSU Denver)
By integrating group projects into the curriculum, educators can seize the opportunity to
provide students not only with marketable skills, but the chance to deepening their
understanding of a given topic or subject matter by learning from one another. Designing an
effective group project, however, is a challenging task. In the current session, I utilize results
from a student survey on characteristics of effective groups to design an applied group project
and describe six key lessons learned by incorporating student feedback into group project
design.
2:30-3:30pm Concurrent Sessions
3A) NC 1607
Using Rubrics to Assess Authentic Performance-Based Tasks
Philip Bernhardt, Lorretta Chavez, and Peter Vigil (MSU Denver)
Developing and utilizing effective rubrics is essential for creating self-regulating learners who
have the ability to assess and adjust their learning tactics. This workshop will engage participants
in the process of constructing effective rubrics to assess authentic performance-based tasks.
Participants will examine the purpose, core components, and structure of rubrics as well as how
these rubrics facilitate formative development, peer assessment, and personal reflection.
Additionally, participants will have opportunities to differentiate between effective and ineffective
rubrics, and will work in groups to begin conceptualizing and developing ideas for rubrics within
their specific disciplines.
3B) NC 1608
Beyond Decoding: Effective Integration of Interdisciplinary Instruction
Deirdre E. Huff (MSU Denver and Arapahoe Community College)
This workshop offers a theoretical and practical model for instructors of all academic areas to
integrate interdisciplinary approaches into their instruction in order to more effectively broaden
and strengthen critical-thinking and empirical skills of all of their students, including non-majors.
Joan Middendorf and David Pace’s Decoding the Disciplines offers a process for getting students to
think and learn disciplinarily. This workshop will go beyond that endeavor by offering a framework
for combining versatile and comprehensive approaches of specific disciplines making them relevant
to students' academic and work careers in order to better prepare them for the demands of a
globalized world.
3C) Split Session: NC 1515/NC1311
Techniques for enhancing science literacy in introductory science courses
Workshop participants will be exposed to several teaching techniques for enhancing science
literacy in their classrooms. An introductory science course might be the last science course a
student ever takes. What should they take away from that course about science itself? Participants
will take away concrete examples of these techniques and have the opportunity to formulate and
discuss ideas for implementing these techniques in their classrooms.
NC 1515: Claire M. Hay, Mike Freiheiter, Barb EchoHawk, and Tom Davinroy (MSU
Denver)
This session will cover teaching techniques on understanding subjectivity and objectivity using
a hands-on classification activity and analyzing graphical data in the introductory classroom.
NC 1311: Gayle Bradbeer (Auraria Library) Keah Schuenemann, Angela Powers, Christy
Rossi, Kamran Sahami, and Shamim Ahsan (MSU Denver)
This session will cover using primary sources in the classroom, enhancing engagement in
introductory classes using iClickers, and using a science writing heuristic technique for guiding
inquiry-based laboratory experiments.
3D) NC 1202
Student-Driven Curricular Design at Hispanic-Serving Institutions (HSIs)
Lunden E. MacDonald (MSU Denver) and Ezra Cappell (University of Texas, El Paso)
Co-facilitated by a faculty member from the University of Texas El Paso (the nation’s largest
Hispanic-Serving Institution) and a faculty member from MSU Denver, this session will approach
best-practice curricular design for the established and emerging HSI. Participants are requested to
bring a syllabus in order to workshop elements that will immediately facilitate improved student
success in the HSI classroom. While this session is primarily intended for the MSU Denver audience,
it will be helpful to any instructor who is interested in approaches to diversity through inclusive
pedagogy.
3E) NC 1539
Flipping the Classroom Using Team-Based Learning Application Exercises
Lauren Burt, Dan Berlau, Michele Hanselin, Jeffrey Lalama, Leah Sheridan and Brandon
Sucher (Regis University)
Flipping the classroom is an active learning pedagogical technique where students begin
learning content prior to coming to class, reserving class time for engaging and interactive learning
activities. Team-Based Learning TM (TBL), one example of flipping the classroom, is aimed at
utilizing high-performance teams to increase learning by engaging in significant content-based
critical thinking application exercises. This session will demonstrate how to design engaging TBL
application exercises and how to ensure achievement of learning outcomes. Following the
application exercise, facilitators will incorporate workshop participants’ experience into a dynamic
discussion, as well as highlight recommendations for effectively flipping the classroom using TBL.
3F) NC 1511
Research Presentations: Student/faculty research:
Moderator: Jeff Loats
 Senior Capstone Experience: Applied Learning and Student-Faculty Collaborative
Research
Maxine Fawcett-Yeske (United States Air Force Academy)
This session highlights the benefits of a Senior Capstone Experience based in the context of
student-faculty collaborative research, utilizing an experiential model as a case study. The
collaborative research involved in this Senior Capstone Experience explored cultural
initiative projects utilizing music as counter-narratives in refugee and immigrant
communities. The author asserts that “experiencing anew” adds significant depth to the
capstone endeavor and aptly encourages the transition from undergraduate to graduate
student or professional. This project demonstrates that a Capstone Experience based
within the context of student-faculty collaborative research can provide a synergy of
student engagement, faculty development, campus and curriculum enrichment, and
community betterment.
 Changing beliefs while strengthening the link between research and teaching
Gerda J. Visser-Wijnveen (Leiden University/ICLON)
In this study we report on the belief changes of academics participating in a project in
which they were encouraged to strengthen the link between research and teaching, for
example by introducing undergraduate research. In a supporting environment they were
challenged to re-design their courses. Before and after the semester, Q-sorts and interviews
were conducted to analyze whether any belief changes had happened and to be able to
characterize the various belief changes. Three qualitatively different change patterns were
identified. Each change pattern will be illustrated by a case study.
3:45-4:45pm Concurrent Sessions
4A) NC 1539
Raising the Bar with Universal Design for Learning
Liz Kleinfeld, Jessica-Rossi-Katz, Aaron Johnson, Greg Sullivan, Ben Zastrocky, Brian
Bagwell, Andrew Thangasamy, Deborah Horan, Mikki Olmstead, Christie Cooper, Michael
McNeal, Jud Faurer, Courtney Rocheleau, Maria Akrabova and Marilyn Cullen-Reavill (MSU
Denver)
This session, facilitated by members of an MSU Denver Faculty Learning Community on
Universal Design for Learning (UDL), will explore best-practice techniques for UDL in higher
education. UDL is often associated with accessibility for those with disabilities; however, the
practices that we discuss in this session will demonstrate how UDL can be implemented in order to
make courses widely accessible for all students and to raise the bar for teaching and learning. In
this workshop session, facilitators will offer participants suggestions for the immediate but gradual
implementation of UDL in their current and future courses.
4B) NC 1202
Reading Critically: A Dying Art or Cause for Innovation?
Charity Peak and Capt Kristin Dowd (United States Air Force Academy)
Are you frustrated that your students don’t complete assigned readings? When they do read, do
you yearn for deeper analysis from your students but can’t seem to get it? This workshop will
highlight the three main reading concerns for faculty: compliance, comprehension, and critical
analysis. Participants will learn research-based strategies for encouraging students to not only
complete readings but also to maximize reflection, connection, and analysis of texts. Participants
will also explore how to start a reading movement at their own institution through a targeted
faculty learning community.
4C) NC 1607
Supplemental Instruction in STEM – Why, How, When, Where, and Who
Connie Gabel and Rosemarie D. Walker (MSU Denver)
The benefits of implementing Supplemental Instruction in STEM courses will be discussed; data
from recent local programs will be presented as evidence of success and practical tips will be
shared. A mock SI session will be presented to allow workshop participants to understand the
difference between SI and tutoring and to see a demonstration of SI techniques such as redirecting
and neural scaffolding (NS). Discussion time will allow participants to discuss their own interest in
and/or experience with SI and plans for implementation at their own institutions. Participants will
receive useful materials and references for initiating SI programs in their home institutions.
4D) NC 1515
Classroom Demonstrations of Water Concepts in 15 Minutes or Less
David C. Mays (University of Colorado Denver)
A new compendium of 45 classroom demonstrations for water concepts has recently been
published by the Excellence in Water Resources Education committee of American Society of Civil
Engineers. This compendium provides practical guidance for instructors based on key findings from
education research. This presentation will highlight two case studies on groundwater and
hydraulics, characterized by technical rigor, clarity for instructors, and participation by students in
5-15 minutes. This presentation will prompt participants to reflect on how key findings from
education research can be adopted by faculty who may have little training in pedagogy or
insufficient time for course preparation
4E) NC 1608
Just in Time Teaching - A 21st Century Teaching Technique
Jeff Loats (MSU Denver)
Technology often offers a faster, easier way to do what we have always done. But sometimes it
offers a fundamentally new way for instructors, students and content to interact. Just in Time
Teaching (JiTT) is an effective, evidence-based teaching technique for in-person classes. JiTT
applies web technology to create fast, effective feedback loops that were not previously possible.
Want your students to prepare for class effectively? Want to know where your students stand on a
concept before class? JiTT can increase the quality and quantity of your contact with students… and
it deserves your consideration.
4F) NC 1511
Research Presentations: Techniques for deep learning
Moderator: Aaron Richmond
 Using Review Questions to Improve Student Retention of Concepts
Frederick J. Kontur (United States Air Force Academy)
Educational psychologists have developed and studied several simple pedagogical
techniques that demonstrate significant increase in student retention of knowledge and
concepts. One of these techniques is spaced learning, in which students are prompted to
review topics days, weeks, or even months after their initial exposure. Another technique is
interleaving, in which groups of concepts are taught concurrently rather than in a
sequential fashion. We have implemented these techniques into our introductory physics
classes by including a single question in each lesson’s pre-class assignment which asks
about a concept covered earlier in the semester.
 Entering the Conversation: Teaching for Reading and Writing Scholarly Articles
Gloria Schultz Eastman (MSU Denver)
This paper will report on an action research project in a senior seminar on Charles Dickens.
A variety of techniques designed to help students read scholarly articles with clarity and to
write in a similar discourse and tone were used during this course: analytic exercises, group
projects, PowerPoint presentations, and writing exercises. At the end of the semester,
students evaluated the effectiveness of each technique as well as their overall gains in the
skills of reading and writing in the discourse of scholarly literary analysis.
 Effect of Learning Preferences and Lecture Handouts on Student Performance
Heidi J. Eigsti, Amy Stone Hammerich, Nicole Ellison and Erika Nelson-Wong (Regis
University)
The purpose of this study was to investigate whether students’ preferred learning modes
and the format of lecture handouts influence performance on quizzes in three courses of a
Physical Therapy Program. Sixty-six first semester physical therapy students completed a
baseline survey indicating their preferred learning mode (listening, writing or reading).
Three handout formats were used to supplement lectures in three foundational courses,
and quizzes were administered immediately following the class session. There were
significant differences (p<.001) in quiz performance between handout formats across all
courses. There were no significant main effect or interactions with preferred learning mode
on quiz performance.
Program at-a-glance
8-9am
Registration and morning beverages, North Classroom Atrium
9-10am
Concurrent Sessions, North
Classroom Building (NC)
10:15-11:45am
Keynote Address –Terry Doyle
11:45-1:15pm
Lunch and Poster/Topical
Discussions, North
Classroom Atrium.
 Dissecting Discussions: Models and Frameworks
for Facilitating Deeper Student Inquiry
 Team-Based Learning 101: Introduction to
Formal Active Learning
 A Model of Instructional Coaching: Supporting
Instructional Professional Development
 Service Learning 101: Developing SL Courses
for the Urban University
 Whose Responsibility for Learning? Faculty
Reflections on Student Attitudes Toward
Learner-centered Teaching
 Research Presentations: Science,
professionalism, and students' worldview
Posters:










Empowering students via service learning and
community partnerships
Direct Display of Student Learning: StudentMade Teaching Videos
Measuring Effective Homework Strategies for
Students in General Physics
Dueling Methods: Two Approaches to LearnerCentered Teaching
Approaching Final Course Projects Using
Universal Design for Learning (UDL)
Professionalism in ACTION!
Observing Practices and Attitudes on
Leadership Development in Foreign Language
Relational Aggression in Health Professions
Students
Countdown to Accreditation: Content Mapping
to Document a Quality Curriculum
A SWOT analysis of undergraduate clinical
experiences



What Do Students Know and What Can They
Do? Creating an Assessment Plan for General
Studies
Achieving Teaching Effectiveness in an Online
Classroom: Lessons from the Model of
“Community of Inquiry” (CoI)
OhWOW: Water Stewards by DesignCollaboration With a Purpose
Topical Discussions:
1:15-2:15pm
Concurrent Sessions, North
Classroom Building (NC)




“Peer-to-Peer Learning.”
“Reaching All Your Students.”
“Lifelong Learning.”
“The Scholarship of Teaching and Learning
(SoTL).”

Implementing Authentic Learning: From our
FLC to Your Classroom
Teaching English and Science Together: A
Learning Communities Model
Designing a Professional Development Series in
Mathematics for K-8 Teachers
Applying the Science of Teamwork to the
Classroom
Experiential Learning Explored: Practical
Applications and Outcomes of Service Learning
Research Presentations: Course Design and
Delivery





2:30-3:30pm
Concurrent Sessions, North
Classroom Building






Using Rubrics to Assess Authentic PerformanceBased Tasks
Beyond Decoding: Effective Integration of
Interdisciplinary Instruction
Techniques for Enhancing Science Literacy in
Introductory Science Courses
Student-Driven Curricular Design at HispanicServing Institutions (HSIs)
Flipping the Classroom Using Team-Based
Learning Application Exercises
Research Presentations: Student/Faculty
Research
3:45-4:45
Concurrent Sessions, North
Classroom Building






Raising the Bar with Universal Design for
Learning
Reading Critically: A Dying Art or Cause for
Innovation
Supplemental Instruction in STEM – Why, How,
When, Where, and Who
Classroom Demonstrations of Water Concepts in
15 Minutes or Less
Just in Time Teaching – A 21st Century Teaching
Technique
Research Presentations: Techniques for Deep
Learning
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Metropolitan State University of Denver-Center for Faculty Development
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