Spring Conference on Student Learning and Success Posters

Presenter:

Carol Wilkins, Associate Professor, Department of Biochemistry & Molecular Biology

Abstract:

The goal of this research project is to explore the use of a pattern-recognition method of teaching biochemical pathways to biochemistry major students to help them achieve greater overall understanding of the pathways.  This pattern-recognition approach has been used successfully in the medical program, though the evidence is anecdotal. In this project we intend to explore the possibility of extending the pattern-recognition approach in understanding metabolic pathways to students enrolled in BMB 461-462, the sequence of biochemistry courses (for our undergraduate majors) in which reaction mechanisms are emphasized. The first project research question is whether quantitative measures of the effectiveness of this pattern-recognition approach can be obtained via carefully selected assessment items that are repeated in the Fall and Spring Semester offerings of BMB 461 and BMB 462 over a two-year period, one taught in the absence of the pattern recognition approach and one taught emphasizing the scheme.  The second project question is to determine the effectiveness of this approach from a student’s perspective using surveys in these courses.

Presenter:

Rick Shafer, Student Life Assistant Director, Dean of Students Office

Abstract:

In 2010, two University of Michigan researchers (Konrath and Sing) completed a study in which they concluded that “[C]ollege kids today are about 40 percent lower in empathy than their counterparts of 20 or 30 years ago ….” Further, they noted that “… the biggest drop in empathy [came] after the year 2000.” If so, what impact might a loss of empathy have on community of scholars, particularly one which houses more than 15,000 on its campus, and in close proximity to one another? Operating with the assumption that a loss of empathy could have a negative impact on learning (e.g., a less safe environment, increased disruptive behaviors), Student Conduct and Conflict Resolutions (SCCR) designed an intervention based in restorative practices and the use of affective questions. Since its inception, our project has engaged more than 1000 students accused of violating University policy (e.g., alcohol and other drugs, classroom & community disruptions, threats to cause bodily harm, and physical assaults). This poster presentation will reveal elements of the treatment, and exciting outcomes from voluntary and anonymous pre and post-tests.

Presenter:

Kevin Haudek, Assistant Professor, Biochemistry and Molecular Biology

Abstract:

Presenters:

• Kevin Brooks, Academic Specialist for Diversity and Civic Engagement, Residential College for Arts and Humanities
• Casey Henley, Director of Online Programs & Assistant Professor, Neuroscience Program
• Bree Holtz, Assistant Professor, Advertising and Public Relations
• Yore Kedem, Assistant Professor, Department of Linguistics & Germanic, Slavic, Asian and African Languages
• Wei Li, Assistant Professor, Food Science and Human Nutrition
• Kristen Mapes, Assistant Director of Digital Humanities, Academic Technology in the College of Arts & Letters
• Emilia Marcyk, Instructional Technology/Teaching & Learning Librarian, MSU Libraries
• Deric McNish, Assistant Professor, Theatre
• Geoffrey Recktenwald, Academic Specialist – Teaching, Mechanical Engineering
• Daniel Smith, Assistant Professor, Theatre
• Jonathan Weaver, Assistant Professor, Psychology

Presenters:

• Carrie Nazaroff, Assistant Professor, Department of Radiology
• Maureen Schaefer, Assistant Professor, Department of Radiology

Abstract:

The College of Human Medicine’s (CHM) recent curriculum revision has left basic science faculty with an interesting conundrum. As part of the revision, the college shifted their teaching paradigm from one marked by a heavy concentration in basic sciences to one that offers more integrative clinical experiences during those first two years. The numerous clinical commitments in which the students are now engaged, leaves less time available to teach the basic sciences. Thus, there is a clear need for instructors to become more creative in their development of outside teaching resources. Yet, instructors must also be cognizant not to overload students with extraneous work that derails a reasonable work-life balance, as student wellness is an important concern. To combat these two seemingly contradictory expectations, an anatomy-focused exercise session was piloted and offered to first year CHM students. The goal of this supplementary event was twofold: 1) to use body movement as a catalyst to review the anatomical structures and systems recruited for the exercise in a fun and creative way, and 2) to help promote an atmosphere of health and wellness by engaging students in exercise. Student responses to a post-exercise questionnaire were overwhelmingly positive and revealed that they believed the anatomy review was worthwhile and that they would be interested in attending similar sessions if offered.

Presenters:

• Chris Shaltry, Academic Technology and Curriculum Specialist, Physiology
• John Zubek, Assistant Professor, Physiology

Abstract:

In this poster presentation, we will discuss our attempt to better understand the need and desire undergraduate science students have for developing professional skills as part of their standard undergraduate curriculum. It is suggested nationally and internationally that students express the need for these skills but it is not known locally which professional skills and to what degree students desire to learn them. Future goals are to understand the professional skills desired by students and employers and provide learning tools for educators to be able to incorporate these skill development tools into their curriculum.

The aim of this current study was to answer the following questions:

1. Which of the following professional skills do students believe have been included in their classes? (teamwork, quantitative, oral and written communication and content knowledge)
a. Of the professional skills that students identified in question one, what level of improvement (according to the SSSI inventory) do students believe they have attained within the curriculum?
b. Of the professional skills that students identified in question one, what level of confidence (according to the SSSI inventory) do students believe they have attained within the curriculum?
c. Of the professional skills that students identified in question one, what level of importance (according to the SSSI inventory) did students assign to these skills?

Presenters:

• Jennifer Saldanha, Assistant Professor, CREATE for STEM Institute and Lyman Briggs College
• Megan Shiroda, Graduate Research Assistant, Microbiology and Molecular Genetics

Abstract:

Gaining insights into student thinking can be tremendously helpful to instructors, but is challenging. In large lecture courses multiple choice questions (MCQs) are often chosen as assessment tools, as time and resources are limited. However, the responses students choose on MCQs do not necessarily reflect the heterogeneity of their thinking , and they might choose a response without being able to provide an explanation of the underlying mechanism. These challenges make teaching in response to student ideas difficult in the college classroom. In contrast, constructed response (CR) questions require students to explain ideas and phenomena in their own words and reveal the obstacles that they face in understanding complex concepts.

The Automated Analyses of Constructed Response Research group has created CR questions and computer scoring models that predict expert ratings of student responses with high accuracy. These questions align with the core competencies of Vision and Change, a national report for changing undergraduate biology education, demonstrating their use across classrooms. In this poster we present examples of developed CR questions that we have administered to students in introductory biology courses. Questions were asked on a number of processes including transcription and translation, cellular respiration, enzyme functions, and more. We will highlight how these results influenced instructor thinking about their students, resulting changes in pedagogy and course content that were incorporated by the instructors, and possible ways student thinking may be addressed in the classroom.

Presenter:

Juli Uhl, Research Associate, CREATE for STEM

Abstract:

Pathways and Transformations of Energy and Matter has been identified as a core biological concept. Tracing matter and energy across scales is difficult to learn and can lead to student misconceptions. Here, we describe a collaborative effort to improve and assess student learning about cellular respiration after completion of an interactive learning module. The SimBiotic Software company has developed an online module which teaches students about the processes involved in cellular respiration in an interactive, active-learning focused manner. The AACR group has developed automated tools that can identify both normative and non-normative ideas that students include in written explanatory responses to constructed-response questions, including a tool that categorizes student thinking about tracing matter and energy during cellular respiration. We will present the AACR model used to assess conceptual learning about cellular respiration across a diverse student population as well as development of a survey to understand how instructors interpret and use class-wide reports on student thinking data to inform their instruction. The results of these automated analyses are available to instructors to investigate student thinking in their own classes.

Presenters:

• Connie Currier, DrPH, MPH, Assistant Professor, College of Human Medicine
• Rebecca A. Malouin, PhD, MPH, MS, Director, College of Osteopathic Medicine

Abstract:

This FLC, supported by the MSU Academic Advancement Network (AN) was established in response to the growing number of online graduate programs at MSU.  The purpose of the network is to support these programs by bringing faculty and administrators together to address common online program challenges experienced in marketing, program/curriculum design, administration, student support, and learning design and faculty development.  In addition to discussing best practice, the group will be positioned to inform the future of online educational programming at MSU.  The specific goals of the FLC are to (1) create a supportive environment for administrators, faculty and staff within online academic programs at the university, (2) identify common challenges across online programs at Michigan State University including those related to programmatic issues such as marketing, policy, administration, student advising, student support, etc., (3) identify best practices within the university in instructional design, (4) develop and promote potential university policies related to online programs, (5) serve as potential pilot programs to implement any suggested programs by the HUB (e.g. Quality Matters course and program reviews) and (6) discuss and provide recommendations on participation in external partnerships with organizations such as edX and Coursera.  The FLC has experienced increasing interest as measured by participation.  The MSU HUB for Innovation in Learning and Technology has provided significant support through technical assistance.

Presenters:

• Haley Abbas, Student Research Assistant, Fisheries and Wildlife
• Abby Pointer, Student Research Assistant, Fisheries and Wildlife

Abstract:

An unconventional course that invites those from all disciplines to collaborate within the classroom environment to develop a successful strategy towards a common goal. In the college environment it is easy for those in different majors to become secluded to their colleges, never to be exposed to other departments within the university. We are challenging this traditional method and instead would like to present on the idea of how students can find success by collaborating with each other in courses that include a multitude of different majors. This course is unique in the way that it tackles real world issues and wicked problems, giving students the opportunity to work together and effectively initiate real world change within the boundaries of the university. This is being piloted on campus in the Michigan State University HUB space in the Snares to Wares Initiative course. This two year old course invites those from all majors to work together to develop sustainable solutions to end the cycle of poverty while simultaneously creating solutions for wildlife conservation for those in other countries.

Presenters:

• Kinsey Bain, Research Associate, Chemistry
• Melanie M. Cooper, Lappan-Phillips Chair of Science Education, Chemistry

Abstract:

Our interdisciplinary team has been working to extend the vision of The Framework for K-12 Science Education, the “three-dimensional learning” framework, to the undergraduate level through faculty development and disciplinary discussions about core ideas, scientific practices, and crosscutting concepts with the goal of encouraging transformation in STEM courses. We have developed protocols that can be used to characterize three-dimensional teaching and learning for two primary purposes: 1) evaluate change over time and 2) provide feedback and development for participating faculty. The Three-Dimensional Learning Assessment Protocol (3D-LAP) characterizes assessment items, and the more recently developed Three-Dimensional Learning Observation Protocol (3D-LOP) characterizes the type of activities and instructional content in biology, chemistry, and physics classrooms. Two primary research questions guided this study. 1) What are the features and criteria that should be included in an observational protocol to evaluate the presence of scientific practices, crosscutting concepts, and core ideas in college classroom instruction? 2) What are the characteristics of validity and reliability for the measures made by the 3D-LOP? The development and validation by our interdisciplinary team will be discussed. Evidence for the value of the 3D-LOP will be provided, demonstrating its utility for characterizing faculty adoption of three-dimensional teaching approaches.

Presenter:

Sarah Prielipp, Assistant Professor, Writing, Rhetoric, and American Cultures

Abstract:

Students often regard grades as reflections of their learning, so how can we design grading structures that reflect this expectation? One method is Nilson’s specifications grading. This grading structure gives students opportunities to engage with their learning in relevant, meaningful ways so that they become more engaged, involved, and responsible for their own learning. This poster presentation will explain specifications grading and showcase the ways I have implemented this grading structure in my first-year writing courses at MSU to give students choices for their learning.

Presenters:

• Rachel A. Barnard, Academic Specialist – Teaching, Lyman Briggs College
• Maxine Sewell Davis, Academic Specialist – Teaching, Lyman Briggs College
• Ryan D. Sweeder, Associate Professor, Lyman Briggs College

Abstract:

Presenter:

Lauren N. Jescovitch, Research Associate, CREATE for STEM

Abstract:

Flux is a core concept in undergraduate physiology that describes the passive flow of substances and heat down gradients. Flux is defined as proportional to the gradient over the resistance. Many students use flux equations, but it is difficult to know if students understand the underlying principle which connects differing contexts. One way to characterize student thinking about flux is by using a learning progression (LP). A LP is a framework which outlines the cognitive paths of student learning and can provide reference points for student progress. In order to develop a flux LP, we have designed a series of constructed response questions over a variety of contexts. Constructed response questions require students to answer using their own words thus elicitings students’ higher order thinking and allowing for in-depth analysis of students’ content understanding . Therefore, constructed response assessments can provide useful information to help educators make decisions regarding student learning. However, constructed response answers can be difficult to interpret and time consuming to provide feedback in large classroom settings. Our research group focuses on automated analysis of constructed response items in order to provide a faster turn-around for formative assessment to aid with flux teaching interventions. We will illustrate an example of one item’s iterative assessment development cycle: an ion movement assessment question, along with the corresponding rubric, student responses, and the automated predictive model. We will also discuss student thinking as it pertains to the Flux LP in undergraduate physiology and current roadblocks for the automated model.

Presenters:

Roxane Raffin Chan, PhD, RN, AHN-BC, Associate Professor, College of Nursing

Sabrina Ford, PhD, Assistant Professor, College of Human Medicine

Devan Stahl, PhD, Assistant Professor, Center for Ethics and Humanities in the Life Sciences

Rebecca Lehto, PhD, RN, Associate Professor, College of Nursing

Abstract:

The mission of the Mindful State learning community is to explore contemplative concepts and practices that will provide for a more wisdom based and compassionate pedagogy at Michigan State University. This visionary work will initiate a ripple effect leading to more resilient, creative and productive health care providers and world citizens.  Utilizing the conceptual framework of the Kellogg Foundation and Healthy People in Health Communities, we established a community of faculty and staff who are seeking authenticity in their work.  Through an identified shared language, the community has developed vision driven objectives.   During this semester, the community has held numerous large community meetings that drove the development of vision and objectives and several smaller core community meetings that drove specific grant application processes.  Accomplishments this semester include; 1) expanded expertise in contemplative skills 2) created and tracked contemplative learning opportunities campus wide and 3) Identified specific aims to match funding opportunities.

Presenters:

• Kathy Forrest, MSN, MA, RN, Coordinator of Professional Programs & Faculty, College of Nursing
• Patty West, MS, RN, Coordinator of Clinical Placement & Faculty, College of Nursing

Abstract:

NUR 423 Transitional Needs of Adults with Intellectual and/or Developmental Disabilities is a course designed to provide an elective opportunity for interprofessional, undergraduate, graduate or honor’s option students to collaborate to analyze the complex transitional needs of adults with intellectual and/or developmental disabilities (IDD). Additionally, the course allows for across campus collaboration among colleges, departments, and programs. Service- learning opportunities are available for Honor’s Option students and interested students. Multiple discussions with interprofessional colleagues across the MSU campus and in the College of Nursing yielded the realization that current University course offerings do not adequately address the population of individuals with intellectual and developmental disabilities (IDD). Recent estimates reveal that the prevalence of developmental disabilities has increased among persons of all age categories. The process of transitions for individuals with IDD is complex given differences in community resources and the variability of professional knowledge and caregiver support. The course aims to increase students’ knowledge and awareness related to individuals with IDD and their complex transitional needs including education, community integration and meaningful employment, healthcare and financial/legal supports.

Presenter:

Robert Malinowski, Assistant Professor, Office of Medical Education Research and Development

Abstract:

This project evaluated the effectiveness of the Just in Time Medicine (JIT) system and Student Competence Committee member confidence in using JIT to make summative judgements in the College of Human Medicine’s new competency-based Shared Discovery Curriculum.

Presenters:

• Matthew Emery, MD, Assistant Professor, Emergency Medicine
• Lindsey Ouellette, Research Assistant, Emergency Medicine
• J.M. Monica a van de Ridder, PhD, MSC, Assistant Professor, Emergency Medicine

Abstract:

Background Students at the College of Human Medicine receive over 200 hours of simulation-based clinical skills teaching during the first two years of the curriculum. Faculty observe and provide feedback. We surveyed students to obtain feedback about our faculty. What themes are identified in negative student feedback regarding simulation faculty? Summary of Work Students’ open-ended negative comments for the 2017-2018 academic year were analyzed using a qualitative conventional content analysis with an inductive approach (Hsieh 2005, Elo 2008). We used open coding, axial coding and selective coding. In collaborative meetings, discrepancies were resolved through deliberation until consensus was achieved. Summary of Results 342 students completed surveys (91.7% response rate), submitting 925 negative comments. 111 (88.1%) faculty received negative comments. Three main themes were identified: Teaching activities (n=362, 39.2%) – subcategories: ‘assessment of the learner,’ ‘methods of delivery of skills and knowledge.’ Faculty teaching style (n=93, 15.1%) – subcategories: ‘timing,’ ‘speaking,’ ‘listening,’ ‘learning environment.’ Teacher (n=339, 36.7%) – subcategories: ‘personality (n=221, 23.9%),’ ‘teacher’s knowledge base,’ ‘unprofessional behaviors.’ Discussion and Conclusion The most common theme identified related to the personality of the faculty. Students infrequently provided actionable feedback. These outcomes lead us to our topics for this presentation. 1) Since ‘personality’ is innate, is that a good topic for faculty development? If so, how should this be addressed? 2)How can we train our students to provide feedback which can be acted upon by faculty. What best practices are available to be employed?

Presenters:

• Lana Gagin, Assistant Professor, Pediatrics and Human Development
• J.M. Monica Van de Ridder, PhD, MSc, Assistant Professor, Emergency Medicine
• Niky Rusche, BSN, RN, CPEN, Nurse Education, Spectrum Health
• Sharon Strek, MSN/ED RNC-OB, Nurse Education, Spectrum Health
• Joy Tompkins, BSN, RN, CEN, Nurse Education, Spectrum Health

Abstract:

BACKGROUND: Interprofessional collaboration is essential for improving patient safety. Gaps in knowledge and skills, as well as poor communication among healthcare professionals are associated with increased medical errors. Monthly NMCS were developed to improve teamwork skills and to support a safety culture in our newborn nursery.

NMCS were conducted by an interprofessional team of residents, medical students, nurses and nursing students, using a high fidelity baby mannequin. Physicians and educators led the simulation and debriefing. Because of the importance of this topic, time and costs involved, thorough evaluation is required. How do medical professionals in training value the NMCS and what did they learn from it?

METHODS: Evaluations were collected from March 2016 to September 2018. The evaluation consisted of a 7-item Perceived Simulation Effectiveness (PSE) scale, (Likert scale:1 -poor, 5-excellent), regarding pre/post- debriefing, team, and simulation effectiveness. Two open questions explored participant’s learning points and suggestions for improvement. Descriptive statistics were used to analyze our data.

RESULTS: 39 residents, 9 medical students, 6 nursing students, and 8 nurses completed the evaluation. Participants scored high on the PSE scale (M= 4.7, Sd=0.4). All learners wanted to have more NMCS. They most frequently mentioned that patient outcomes could have been if they improved communication (n=31), and if team roles had received more attention (n=10).

CONCLUSION: Interprofessional newborn mock codes provide an opportunity to develop teamwork skills, and improve communication skills. Interdisciplinary NMCS are an effective and highly valued teaching/learning strategy for residents, medical students, nursing students and nursing staff.

Presenter:

Ellen Moll, Academic Specialist, Center for Integrative Studies in Arts and Humanities

Presenter:

Juan Flores, Coordinator, Office of Cultural and Academic Transition

Abstract:

According to the most recent 2018 Wisconsin HOPE lab study on Hungry and Homeless in College, thirty-six percent of university students suffer from both food and housing insecurities and 9% are reported homeless. Hunger and financial stresses prevent college success — causing many students to eventually drop out before completing their degree. In this session the audience will learn how the Annual Thanksgiving Unity Dinner was established and sustained for 16 years to meet the needs of our students who remain on campus during the Thanksgiving Holiday break. The audience will learn how students and staff increased campus and community consciousness to address this need. We will share demographic information of students and why they attend.

Presenter:

Samantha Houchlei, Graduate Student, Chemistry

Abstract:

Organic chemistry is often viewed as a difficult course necessary for many pre-professional school admission tests as well as biology and chemistry major requirements. In this course students learn to use tools used by disciplinary experts to represent phenomena in organic chemistry and are developing reasoning skills that they are assured will be of use in future careers. One such tool is the curved arrow notation used to depict the flow of electrons within or between molecules. This serves as a way for students to model the change in electron density during a chemical reaction. In a replication of earlier work, students were asked to draw traditional reaction mechanisms to predict simple products at two points during the spring semester. At the university sampled organic chemistry is a two-semester course. We compared responses of students who were enrolled in two semesters of the transformed organic chemistry course Organic Chemistry, Life, the Universe, and Everything (OCLUE) with those of students enrolled in two semesters of a traditional lecture-style organic chemistry course. Additionally, students who changed from OCLUE to traditional organic between the two semesters and traditional organic to OCLUE were compared.

Presenter:

Ann White, Associate Professor, Theatre

Abstract:

This poster presentation examines the successes of an experimental course design, created to enhance undergraduate theatre students’ engagement and learning in theatre history courses. Motivated by observations of theatre studies faculty nationwide that student-artists are disengaged in academic courses because they view them as irrelevant to artistic development, I developed and piloted a course based on the “decoding the disciplines” method. This method aims to mitigate motivational and procedural bottlenecks to student learning through focus on disciplinary practices, rather than its objects of study. I theorized that by better understanding the discipline through experiential learning – a tenet of artistic pedagogy – that theatre students may recognize the value of theatre history itself and how historical thinking enhances artistic practice.

Presenters:

• Melanie M. Cooper, Lappan-Phillips Professor of Science Education, Chemistry
• Olivia M. Crandell, Graduate Student, Chemistry

Abstract:

There are numerous studies that characterize student difficulties with drawing organic reaction mechanisms. We suggest that students can develop a robust understanding of chemical reactivity by engaging in causal mechanistic reasoning – a specific type of explanation. In the context of chemical reactivity, a causal mechanistic explanation draws on chemical principles to explain why chemical species interact in a particular way (the cause) and gives a detailed account of electron movement that transforms reactants to products (the mechanism). We value this type of reasoning for organic chemistry students because it closely resembles how expert chemists’ approach thinking about chemical phenomena. This talk will present data collected over two semesters of organic chemistry and reveal how student reasoning about simple nucleophilic substitution reactions evolves overtime and how student explanations compare to drawn mechanistic arrows. Participants in this study were enrolled in a transformed organic chemistry course that emphasizes engagement in scientific practices and connecting knowledge to chemistry core ideas and will be compared to students enrolled in a traditional organic chemistry course.

Presenters:

• Cynthia Boynton, Assistant Professor, College of Human Medicine
• Randi Stanulis, Assistant Dean, Office of Medical Education Research and Development
• Kripa Thakur, Faculty Fellow, College of Human Medicine
• Amy Ward, Medical Education Learning Specialist, Office of Medical Education Research and Development

Abstract:

Physicians teach every day as they communicate with patients. But are physicians aware of principles of effective teaching and learning and ways to apply these principles to specific contexts with medical school student learners? The purpose of this project was to engage two physicians who were teaching in our new small group medical school curriculum in reflection on their teaching. As they prepared to teach weekly small groups where the curriculum content is provided for them, these clinicians were armed with a manual, advice from colleagues, and tips and tricks they picked up from observing other small groups. Teacher educators collaborated with these physicians by providing targeted professional development that included observations, debriefing and co-planning. Through a semi-structured interview, the physicians described the changes they made in their preparation for, during and after teaching. Their purposeful planning focused on deliberate reflection in the action of teaching, where the physicians listened, questioned, connected, and probed student thinking in efforts to increase engagement and learning.

Presenters:

• Nicole Ambacher, Program Coordinator, International Studies and Programs
• Yanjiang Teng, Program Coordinator, International Studies and Programs

Abstract:

The Visiting International Professional Program (VIPP) hosts several hundred International professionals each year. These professionals pursue professional development opportunities on campus and beyond. VIPP provides 360-degree service, including support in a settlement in the US and academic advising throughout their stay. During the first weeks on campus, these professional face challenges as they navigate life in another culture, in a second language, and unknown terrain. Many “first-time” experiences occur when they taste new food, meet new people, visit new classes, and find new routines. They face difficulties as they struggle with language, finding peers and a social network, and implicit cultural knowledge that they need to unlock in order to fit in and feel comfortable. Reflective sessions try to tap into these raw experiences and make them tangible. The goal is to transform mere experiences into explicit learning. The session will showcase one reflective session with 20 International professionals held in February 2019. It gives insights into the learning design, the methods used, and experiences gained. It will then discuss ways how reflection can be facilitated for other International students, visitors, scholars, or professionals to enhance their learning.

Presenters:

• Michael W. Everett, Senior Academic Specialist, Department of Community Sustainability
• Matt R. Raven, Professor, Department of Community Sustainability

Abstract:

Unique instructional approaches in undergraduate education provide students with motivation for learning. Use of film as an instructional approach provides that unique perspective for undergraduate student learners. Integration of film in courses has the potential to create optimal experiences for students while transporting them into the narrative of learning. Operationalizing optimal experience and narrative transport is one way to better understand motivation for learning and instances where students: (1) have a perceived level of skills and associated challenge to those skills; (2) have clear goals for learning; and (3) receive immediate feedback while transporting themselves into the narrative of the film or literary work. The purpose of this research was to determine if there were relationships between Eduflow constructs, narrative transport, and student mental model assignments by film theme in an undergraduate environmental and sustainability film course. Results indicate that there were moderate to strong correlational relationships between student optimal experiences and narrative transport results by film theme. Additionally, there were no correlations between optimal experience, narrative transport and mental models. The authors recommend additional research to better understand how environmental and sustainability film themes and types of films relate to student optimal experiences and narrative transport of students.

Presenter:

Isaac Record, Teaching Professor, Lyman Briggs College

Abstract:

The traditional research essay presents a variety of challenges for instructors: we tend to evaluate a completed product rather than coaching students through a research and writing process. Problems at an early stage of development tend to remain invisible to us, and our feedback is difficult for students to integrate into their practice. In response to these challenges, I have developed a scaffolded, multistage research process where I can provide formative feedback at each stage, either accepting or asking for revision before the student advances to the next stage. Upon acceptance, students receive full credit for that stage of work. A student may opt not to continue, in which case they receive credit for completed stages. Each stage represents a research competency: defining a question, creating a research plan, completing the research, fashioning a thesis, making an outline, writing a draft, revising, etc.

This project is at a stage where I would be delighted to hear lots of feedback from colleagues about how to simplify or improve it.

Presenter:

Jill Kochanek, Doctoral Student, Kinesiology

Abstract:

Presenters:

Christy Stehouwer, MAAPS Advisor, Neighborhood Student Success Collaborative

Aaron Tucker, Academic Advisor, School of Packaging

Abstract:
Marathon of Majors is an event which gives current and potential students the chance to ask questions of academic advisors from many MSU colleges, academic and support offices in ONE location. Topics such as exploring majors, minors, requirements, internships, career information, transfer-credits, study abroad and tutoring are discussed.

Based on John Holland’s Holland Codes, MSU Academic Advisors collaborated with Career Services Network to create the Spartan Interest Assessment (SIA). The Assessment is a starting line for advising appointments, orientation, and Marathon of Majors to help students navigate and consider majors, courses, student organizations and careers.

Presenters:

• Emily Bovee, Doctoral Candidate, Department of Counseling, Educational Psychology, and Special Education
• Diana Campbell, Master of Arts in Educational Technology Instructor, Department of Counseling, Educational Psychology, and Special Education
• Brittany Dillman, Graduate Certificate Program Coordinator, Department of Counseling, Educational Psychology, and Special Education
• Cayce Warman, Student, Speech and Language Pathology

Abstract:

This exploratory study helped us understand how our online master’s students experienced participation and assessment in CEP 800, Learning in School and Other Settings, an online course with 20 students. We used a different participation and assessment structure for each of our six modules and surveyed (average response per module, n= 6) students about their experiences. Our pedagogical decisions were based on employing a variety of avenues for content exploration, drawing on Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2006). Participation structures involved: traditional discussion boards within D2L, virtual sticky note bulletin boards, asynchronous video conferencing (Flipgrid), synchronous video conferencing (Zoom), and pinned boards (Pinterest). Assessment structures included: instructor grading with detailed rubrics, instructor grading with holistic rubrics, student self-grading with detailed rubrics, student self-grading with a holistic view, assuming full points for participation, and not grading participation. Data is being collected in Spring 2019, but preliminary data show that students were unlikely to want to use a “traditional” post-once-reply-to-two-peers structure again as a student. 83% of students reported that detailed, rubric-aligned instructor grading was helpful. 80% of students reported that detailed self-grading was helpful. 100% of students reported that holistic teacher grading was helpful. In our last module, we will ask student to reflect on this overall experience. These reflections will provide qualitative evidence of students’ experiences to support and explain the survey results. This poster presentation will provide opportunities for educators to share ideas regarding participation structures and assessment practices in online courses.

Presenters:

Tasia Taxis, Assistant Professor, Animal Science Department

Karen White, Coordinator of the Undergraduate Program Equine Education, Animal Science Department

Abstract:

The Teaching and Learning in the Department of Animal Science Learning Community (ANS LC) has had a successful first year of workshops as a Learning Community at Michigan State University. The goal of the ANS LC has been to: (1) address the uniqueness of the ANS learning environment; (2) establish a supportive climate for ANS personnel to ask educational questions, gain potential answers, share success and challenge stories, and receive valuable teaching knowledge; and (3) provide a platform for ANS personal to disseminate gained knowledge from other workshops or conferences that can specifically address ANS learning environments. In total, the ANS LC has hosted 5 workshops focused in writing multiple-choice assessment questions, writing and utilizing case studies in the classroom, the use of videos in the classroom, technology use in the classroom, and teamwork vs. group work. The workshops typically have 20 attendees from 7 different departments across campus. Attendee surveys are completed after each workshop. The presentation will focus on information provided at each of the five workshops, faculty feedback and comments from each workshop, and future directions for the ANS LC.

Presenters:

Kate Birdsall, Assistant Professor, Writing, Rhetoric, and American Cultures

Dustin De Felice, Assistant Professor for Center for Language Teaching Advancement and Director of the English Learning Center

Kate Fedewa, Academic Specialist, Writing, Rhetoric, and American Cultures

Margaret Morris, Assistant Professor, Writing, Rhetoric, and American Cultures

Laura Smith, Associate Professor, Art, Art History, and Design

Abstract:

How do teaching faculty understand our professional identities within the university? This poster highlights the experiences and impact of non-tenure track and academic specialist faculty and encourages such faculty to connect with each other.

Presenters:

• Scott Petritz, Sailing Center Facility Manager, Recreational Sports and Fitness Services
• Kerri Vasold, Research and Assessment Coordinator, Recreational Sports and Fitness Services

Abstract:

The Daniel and Barbara Reid Recreational Sports Fitness Scholarship Program is a scholarship available to incoming first year students in the Spartan Advantage and FAME programs. This program, established in Spring 2015, provides a sponsored membership to on-campus fitness centers and group fitness classes to recipients. This scholarship is a renewable opportunity granted renewal requirements are met each semester, which include average usage of the fitness center or group fitness classes twice weekly and completion of an online survey at the end of each semester. The purpose of this proposal is to review responses to the following open-ended prompt included in the Fall 2018 survey: “Please share how the Reid scholarship has impacted you this semester.” Respondents included both new and returning recipients of the scholarship program (N=85). Responses that did not address the prompt were removed from analysis (n=8), resulting in an analytical sample of 77 participants. All recipients that answered this prompt reported positive benefits to the participation in the Reid scholarship program. Common themes included stress relief (38%), the ability to live a healthy lifestyle (i.e. a space/equipment to be active) (31%), and improvements in fitness (23%). Overall, results indicate that use of the on-campus fitness centers and group fitness classes can have a positive impact on students’ mental and physical health. With the most frequently reported benefit being stress relief, recreational sports opportunities could be a logical pathway for reducing stress in our students, in particular for students in the Spartan Advantage and FAME programs.

Presenters:

• Samantha Cass, Academic Specialist, Lyman Briggs College
• Ryan Sweeder, Associate Professor, Lyman Briggs College

Abstract:

The Instilling Quantitative and Integrative Reasoning (INQUIRE) program was developed in Lyman Briggs College to support students who matriculate and are placed in a mathematics course (MTH 103 and, historically, MTH 1825) that does not allow them to immediately enroll into general chemistry, which is prerequisite to other foundational science courses. Initially, INQUIRE began as a single course (LB 155) designed to provide these Lyman Briggs students with a college science course during their first semester and with the goals of increasing their academic success at MSU and retention in STEM fields. Over a decade, through regular program evaluation and student feedback, additional layers have been added to INQUIRE including off-sequence chemistry courses, field trips, and a focus on skills necessary to succeed in college. The present study shares the results of an in-depth analysis of both quantitative and qualitative data from the students, including retention and graduation rates, subsequent course performance, and a reflective survey involving four cohorts of INQUIRE students. Results show that INQUIRE is helping students transition to Lyman Briggs and MSU more generally, make connections and develop community, prepare for introductory STEM courses, and grow both academically and personally. Further, results indicate INQUIRE positively impacts student motivation, which may be correlated to their likelihood of degree completion.

Presenters:

• Heather Dover, Coordinator for Undergraduate Research, Office of the Associate Provost for Undergraduate Education
• Lizzy King, Assistant Director for Undergraduate Research, Office of the Associate Provost for Undergraduate Education

Abstract:

In today’s technology-driven world, it is important to embrace social media as a medium to engage with students by meeting them where they are, while also connecting with staff, faculty, and alumni. This poster details the results of implementing social media takeovers by undergraduate students that are engaged in research and creative activity. The goal was to increase engagement across campus in content that relates to undergraduate research by partnering with other units and allowing students to curate and share their experiences. Each student took a unique approach to sharing their story, ranging from photos of summer research experiences to “day in the life” live-video posts. By transferring control to students and partnering with other units, we engaged the audience more effectively, which expanded our following on each social media platform.

Presenter:

• Colleen Bush, MD, Assistant Professor, Emergency Medicine
• J. M. Monica Van de Ridder, PhD, Assistant Professor, Emergency Medicine

Abstract:

Michigan State University College of Human Medicine offers a new curriculum with Emergency Medicine (EM) as a mandatory rotation in the 2nd year. Research has been limited to determine what students want to learn from this type of early experience and if their goals are realistic. How feasible are goals and strategies formulated by students prior to an early clinical EM rotation? Did students achieve their goals? We analyzed learner’s short essays (n=45) using a qualitative conventional content analysis with an inductive approach. Constant comparison was used to determine if students identified why goals were important, described strategies to accomplish them and to evaluate their goal achievement. Content experts evaluated usefulness of student’s strategies. Discrepancies were resolved through a process of deliberation until consensus was achieved. All students described one (n=33) or more goals in their essay. In total 64 goals were identified. Most frequently identified: physical examination (n=15), differential diagnosis (n=10), getting to know the EM practice (n=10). Most students (n=39) described strategies to achieve their goals. According to content experts those steps were useful (n=27), not very practical (n=10) or lacking (n=2). According to student’s self-assessments, 60% (n=27) of students met their goal(s). The majority of goals formulated align with the Core Entrustable Professional Activities and are therefore realistic in this setting. Half of the students were able to identify useful strategies for achieving their goals. A similar number felt that they achieved their goals.

Presenter:

David Gilstrap, PhD, Senior Academic Specialist, Department of Plant, Soil, and Microbial Sciences

Abstract:

CSS 202 World of Turf is the fifth largest course at MSU. It is a two-credit elective for those not majoring in turf grass management. Launched in 2012, yearly enrollment has risen from 50 to 3350. In 2018, about one-third of the students were seniors, most of them in their last semester. The number of juniors, sophomore, and freshmen were split almost evenly with a two-fold increase in the percentage of freshmen compared to previous years. Approximately one-third are business students, and one-sixth are communications majors. Almost half the students took the course after hearing about it from another student. In an anonymous course-ending survey, students overwhelmingly approved of the course content and delivery; its functionality as an online course and utility going forward; and they were glad they took it.