Conference on Teaching and Learning

ALISA, SoTL, and SSC Campus

Monday, May 8, 2017

 Room: 205     

Time Presentation
10:00 AM - 11:00 AM The SoTL Studio: Snapshots of the Scholarship of Teaching and Learning at USA
Facilitator: Sue Mattson
Elizabeth Allison & Kelly Byrd
Bridget Moore
Pam Johnson & Jennifer Anderson
Angela Rand
   
11:15 AM - 12:15 PM ALISA: Active Learning Moves: Locating Learning Opportunities in Large Lecture Courses
Facilitator: Sue Mattson
Leigh Delaney-Tucker
Brad Swiger
Matthew Reichert
   
01:45 PM - 02:45 PM ALISA: Active Learning Moves: Scenarios for Integrating Online Tools
Facilitator: Sue Mattson
Christine Rinne & Nicholas Gossett
Cris Hollingsworth
Josh Jones & Buchanan Watson
   
03:00 PM - 04:00 PM ALISA: Active Learning Moves: Using Micropilots to Plan Next Moves
Facilitator: Sue Mattson
Rebecca Williams
David Meola
Sonna Farmer
   

Tuesday, May 9, 2017

Room: Terrace Room

 
 

10:00 AM - 11:00 AM

SSC Campus - Advancements in Student Performance and Retention Strategies: Use of SSC Campus in a Student Coaching Approach

Jaclyn Bunch
Nadia Bush
Patricia Davis
Eric Loomis
Sarah Koon-Magnin
Juan Mata
Laura Powell
Megan Sparks

 

Back to Agenda

 

The SoTL Studio: Snapshots of the Scholarship of Teaching and Learning at USA 

USA Facilitator: Dr. Sue Mattson

The SoTL Studio, a microgrant program of the ILC, is in its inaugural year, adding visibility and support to the Scholarship of Teaching and Learning (SoTL) at USA. This session will provide a showcase of progress by the initial cohort to date.

Co-Teaching Integrated STEM in K-6 Preservice Education

Elizabeth Allison, Kelly Byrd

This study pilots research-based co-teaching models to prepare pre-service elementary school teachers to integrate STEM in their future classrooms. This semester, students are developing their first integrated STEM lessons and the researchers are assessing student efficacy.

Narrowing the Education-Practice Gap in Health Assessment Skills Training for Nursing Students

Pam Johnson,  Jennifer Anderson

The researchers are piloting a variation on “flipping the classroom” that reallots coverage of less-used skills to online video-quiz modules, and increases application of more-used skills in classroom activities. The outgoing skills of pre- and post-intervention populations will be assessed prior to entering the first clinical semester.

Using Clinical Perspectives to Improve Nursing Students’ Perspectives on Evidence-Based Practice (EBP)

Bridget Moore

This study describes progress with a prototype video incorporating interviews of practicing nurses who’ve enacted change in practice based on research on patient care. The video case introductions and recorded responses from students will support a “need to know” that will dovetail into an application of EBP skills, and pre- and post-assessments will capture change in its perceived value.

Information Literacy Through Innovation in Online Pedagogy

Angela Rand

The researcher is designing a one-unit online multimedia course using interactive tools that scaffold development of library research skills for undergraduates.

 

Active Learning Moves: Locating Learning in Large Lecture Courses

Facilitator: Dr. Sue Mattson

How can a ""systems approach"" to course redesign help locate the most strategic places to make pedagogical changes? Three faculty who are participants in the Active Learning Initiative at South Alabama (ALISA) will describe examples of where they've located active learning ""moves"" in their large lecture courses.

Anchoring Engagement in an Active Learning Cycle

Leigh Delaney-Tucker

In Life Sciences I, a publishers online system, MindTap, anchors points of student engagement with content as online homework connects to lecture activities and follow-up homework.

The Flipped Slideset: Making Lecture Interactive

Brad Swiger Traditional publisher lecture slides in Human Anatomy and Physiology I are ""questionized"" and populated with ""interactivities"" to help students engage with content in ways consistent with studying for exams.

"Just-in-Time"" Design: Advance Planning for Teachable Moments

Matthew Reichert

Organic Chemistry I will integrate ""just-in-time"" teaching to identify and address ""muddiest points"" in lecture as informed by analytics from online activities due right before class.

 

Active Learning Moves: Scenarios for Integrating Online Tools

Facilitator: Dr. Sue Mattson

How can online tools add value to individual engagement in ways that carry over into whole-class activities? Faculty participating in the Active Learning Initiative at South Alabama (ALISA) shed light on this question by discussing examples of course redesign ""moves.""

Introducing Topics with Interactive ""Trailers"": Tapping Into Prior Knowledge

Christine Rinne, Nick Gossett

In Global Issues, online interactive video ""trailers"" are being piloted to capture and make use of students' prior knowledge.

Using Video to Evoke Meaning and Elicit Responses to Literature

Cris Hollingsworth

Students in Survey of British Literature II watch VoiceThread videos and respond with audio comments as part of making meaning of literary texts.

The Reading Journal: Connecting Reading and Reflection to In-Class Activities

Josh Jones, Mr. Buchanan Watson As part of the redesign of Survey of British Literature II, students complete online reading journals, which dovetail into small group discussions in class."

 

Active Learning Moves: Using Micropilots to Plan Next Moves

Facilitator: Dr. Sue Mattson

How can faculty use micropilots and a scholarly approach to manage pedagogical change? As part of the Active Learning Initiative at South Alabama (ALISA), faculty ""test and tweak"" parts of course redesigns by conducting classroom studies that inform next moves.

Insights from Index Cards: An Experiment in Guided Reading

Rebecca Williams

An experiment in Western Civilization I reveals the ups and downs of using focus questions to guide daily reading.

Assessing Assessment: A Role for Online Tools

David Meola

To set the stage for a redesigned Western Civilization II this fall, a micropilot of online reading assessments and the introduction of an oral midterm using VoiceThread indicates the need for further refinement.

Positioning Practice to Improve Exam Scores: Lessons Learned

Sonna Farmer, Sri Chilukuri

Now in its second semester, a micropilot of a ""math lab model"" in small sections of Precalculus Algebra is yielding interesting results and student feedback. Results from increasing problem-solving practice by carefully scaffolding where it occurs are shaping ongoing adjustments to the redesign."

 

Advancements in Student Performance and Retention Strategies: Use of SSC Campus in a Student Coaching Approach

In Fall 2015, Academic Coaching was implemented in four departments in the College of Arts and Sciences: Biology, Communication, Political Science/Criminal Justice, and Psychology. Academic Coaching is a proactive advising technique that was implemented to increase retention of non-freshmen students who are “at risk” of not graduating. Students were identified as “at risk” through SSC Campus and specific criteria set by each academic coach; this included examining elements of students’ past and current performance such as progress toward degree, course performance in the major, credit completion rates, GPA trend, and academic performance at the student’s prior institution. Each department identified 100 students to be seen for advising by the department’s academic coach during both Fall and Spring semesters. Results from the third year of academic coaching demonstrate that the program may have led to improvements in retention in the College of Arts and Sciences overall. Upper-division retention rates for the three previous academic years averaged 86% from Fall to Spring semester. For 2015-2016 the retention rate increased to 90% from Fall to Spring. The 4% gain in retention which was a total of 130 students can be credited at least in part to Academic Coaching. Academic coaching students at the end of Spring 2016 semester were shown to be similar to and sometimes outperform non- academic coaching students in measurements such as GPA change, credit completion, and retention. This presentation will present an overview of the program and results from the department of Biology, Communications, Criminal Justice/Political Science, and Psychology.