Welcome to the CTE’s
Ninth Annual Teaching & Learning Day
and SST Inclusive Teaching Showcase
Tuesday, April 29th, 2025
Kaufman Library – Heritage Room (L3148)
Welcome!
The mission of Georgia Gwinnett College’s Center for Teaching Excellence is to provide programming that promotes the design and implementation of creative learning environments. The CTE supports the implementation of effective instructional practices, facilitates an environment of instructional experimentation, and enhances the skills needed to engage students in the learning process. We provide a community forum for the exchange of ideas and innovative instructional practices that lead to high levels of student learning.
The CTE welcomes you to our Ninth Annual Teaching and Learning Day. This event is intended to provide GGC faculty with an opportunity to come together and share with their peers the knowledge they have acquired about what’s happening in their classrooms. This allows us to expand the body of knowledge beyond the walls of departments and disciplines and contribute to shared learning and experience.
This year’s poster session will take place from 10:00 a.m. – 12:00 noon in the Heritage Room on the third floor of the Kaufman Library. Due to an increased number of posters and a lack of available venue time this year, all posters will be available throughout the poster session. If you are presenting a poster, we encourage you to work out some shifts with your co-presenters and take some time to see everyone else’s work.
We look forward to seeing you and making this Teaching and Learning Day another memorable event!
GGC’s Center for Teaching Excellence
Program
Overview
10:00 – 10:05: Welcome
10:05 – 11:55: Poster Presentations
11:55 – 12:00: Farewell
Welcome and Opening Remarks (10:00 – 10:05)
Greeting and brief opening remarks by Dr. Chavonda Mills, Senior Vice President of Academic and Student Affairs / Provost.
See the map at the end of this program for poster station locations.
* Posters that are part of the SST Inclusive Teaching Showcase
Poster Presentations (10:05 a.m. – 11:55 a.m.)
* Accomplishments of an Inclusive Teaching Faculty Learning Community (01)
Stacy Jones (SST), Karen Perell-Gerson (EXACT Plan / SST), Yi Ding, Qing Shao, Wendy Dustman, Priya Boindala, Jeannie Elkovich, Indhira de la Rosa, Adrienne Cottrell-Yongye, Allison D’Costa (SST)
Abstract: A team of faculty from the School of Science & Technology collaborated throughout 2025 to explore inclusive teaching techniques. They implemented strategies to enhance student engagement, embrace diverse perspectives, and foster equitable learning environments. Additionally, they developed a MOOC platform on MyCourses (D2L) to share inclusive teaching resources. However, the effectiveness of these efforts from the student perspective remains uncertain. To assess impact, the team designed a survey to gather student feedback on various techniques used to create more inclusive classrooms. This initiative aims to refine teaching practices and ensure meaningful, student-centered inclusivity in learning spaces.
Active Aging: A Service Learning Project for GGC Students for Gwinnett County Older Adults (02)
Cindie Corey, Kristie Walsdorf (SST), Karen Perell-Gerson (EXACT Plan / SST)
Abstract: Historically, the 65+ aged population has been a small segment of the fitness industry. Through a collaboration with Gwinnett County Parks and Recreation, STEC 4500 students found that safety and exercising in groups lead by an instructor were primary concerns of most seniors surveyed. This presentation will describe a service-learning course being developed to give GGC students hands on experience working with older adults. The students will be educated in the classroom for the first 4 weeks, and the remaining weeks of the semester will by a hybrid format meeting at the senior center once a week.
* An Analysis of the 2025 APAR Faculty Survey Results (03)
Candace Timpte, Shuhua Lai, Boyko Gyurov (SST)
Abstract: The Georgia Board of Regents requires that faculty in the USG system be evaluated annually using a 5-point rubric. A committee of faculty and administrators revised the GGC Annual Performance Annual Report (APAR) form and the rubrics by which faculty are evaluated for calendar year 2024. In the spring semester 2025, after the APARs for 2024 were due, faculty were surveyed for their reaction to the revised APAR. The analysis of faculty survey results from 62 faculty responses is presented with comments summarized.
* An Assessment of Scaffolding in Senior Capstone Courses (04)
Laura Young, Lea Bourland, Dovile Budryte, Marie Ratchford (SLA)
Abstract: Academic research, reporting in higher education, and institutional assessments document the decline in undergraduate writing skills. Colleges whose enrollments include first-generation students, low-income students, non-native speakers, or a combination thereof face amplified challenges when it comes to student writing. This study analyzes the impact of a multi-tiered scaffolding approach implemented over 12 years in senior capstone courses for Political Science and Criminal Justice majors. The findings indicate that scaffolding improves writing proficiency when compared to traditional class formats. While existing literature offers some insight into the effectiveness of scaffolding, our study contributes evidence of its benefits, affirming that well-designed scaffolding strategies can significantly improve writing outcomes for some groups in higher education settings.
Assessment of Student Gains Following an Instrument Deconstruction Activity (05)
Rebecca Kalman, Kathryn Zimmermann (SST)
Abstract: In Fall 2024, a teaching activity was developed in which students in Instrumental Chemistry disassembled a decommissioned ICP-MS. This activity provided students with a hands-on opportunity to see the instrumental components and present on its operation. Students rated their knowledge and attitudinal gains in confidence in handling the instrument, understanding of the technical components, ability to discuss the instrumentation, and ability to overcome laboratory obstacles. Students also commented on their attitudes about physically manipulating an instrument as compared to using a two-dimensional schematic. High gains were seen in student confidence and technical knowledge using this hands-on approach to instrumental chemistry.
* Asynchronous Lab Practicals: Skill Badging in the Introductory Chemistry Laboratory (06)
Mary Ross (SST)
Abstract: Digital Skill Badges ask students to film themselves performing simple lab tasks, such as weighing out a small amount of solid powder. Students are required to reach mastery of each skill, and are given multiple opportunities to do so. As such, these badges become a de facto asynchronous assessment of practical laboratory skills. While still a relatively novel pedagogy, laboratory skill badges have the potential to improve students’ laboratory abilities by allowing ongoing, growth-centered assessment of individual student technique. They have also been shown to improve student self-confidence in the laboratory.
* Beyond surveys: Engaging students in course improvement (07)
Misael Romero-Reyes (SST), Andrea Campbell (SLA)
Abstract: Traditional feedback methods often fall short in providing the nuanced insights necessary for effective faculty development. This presentation explores the power of live focus groups as a dynamic alternative. By facilitating open-ended discussions with students, faculty can delve deeper into course experiences, uncover underlying issues, and gain actionable insights for improvement. This interactive approach not only benefits faculty by providing rich feedback but also fosters a sense of student value and motivation. Our research demonstrates the superior effectiveness of live focus groups over surveys in capturing the depth and complexity of student perspectives, ultimately leading to a more engaging and impactful learning environment.
Building Student Self-Care Capacity in Health Professions Education (08)
Margaret Schmidt (SHS), Karen Perell-Gerson (EXACT Plan / SST), Julie Shearer (SST), Mark Sweatman, Gaynell Simpson (SLA)
Abstract: This research study investigated the transformative potential of a professionally-led mindfulness training to build student self-care capacity among students enrolled in health professions-related degree programs at GGC. Findings from this project provide insight into the effectiveness of learning interventions for student preparedness that address health professions industry-specific challenges of burnout and compassion fatigue.
* Closing the Cybersecurity Skills Gap: Hands-On Web Application Security Labs in Information Security Education (09)
Umar Khokhar, Binh Tran (SST)
Abstract: The cybersecurity industry faces a significant skills gap, with millions of jobs unfilled due to a lack of hands-on experience. To address this, I redesigned my ITEC 3300: Information Security course, integrating Damn Vulnerable Web Application (DVWA)—a deliberately insecure web application that allows students to exploit and mitigate real-world attacks like SQL Injection, Cross-Site Scripting (XSS), and Command Injection. By adjusting security levels within DVWA, students witness how vulnerabilities evolve and learn effective defense strategies. This hands-on approach has led to stronger engagement, improved learning outcomes, and positive feedback from both students and industry professionals.
* Combining EXACT and Learning Community Courses (10)
Edward G. Simmons (SLA)
Abstract: GGC has been piloting EXACT courses using an IT course and History 1112 (World History). At the same time, there has been a renewed effort to develop Learning Community courses for incoming freshmen. For two semesters, Dr. Simmons participated in both initiatives, which seek similar benefits. Two world history classes have participated in both initiatives during the same semester. He will describe each initiative and share experiences with them, lessons learned, and prospects for the future.
Comparison of student and faculty perceptions of essential skills learned through experiential learning activities (11)
Kristie Walsdorf (SST), Karen Perell-Gerson (EXACT Plan / SST), Kathryn Deeley (SLA), Rebecca Cooper (SOE), Brianna Wilson (EXACT Plan / SST)
Abstract: By engaging students in hands-on experiences and reflections, they are better able to connect theories and knowledge learned in the classroom to real-world situations. Further, the opportunities to participate in experiential learning activities should also provide essential skills beyond just the course material. To determine what faculty and students believe are the essential skills developed through experiential learning activities, an electronic survey was sent to all faculty and students during Fall 2024. One hundred and ten faculty and 331 students completed the Qualtrics survey. Data from these surveys will be presented.
* Compression only CPR in PHED and student outcomes (12)
Ken Horowitz (SST)
Abstract: GGC teaches compression only hands on CPR to all sections of PHED 1101 Choices for Life we teach over 1200 students per semester and we have trained over 7000 students.
* Connected. Informed. Included. Fostering engagement beyond the classroom. (13)
Priya Boindala (SST)
Abstract: Since 2020, GroupMe has been used across various General Education math courses to foster inclusive communication and engagement. This poster shares findings from the most recent year, including student participation data, reflections, and a categorized content analysis of GroupMe interactions. Results highlight how the platform supports community-building, peer support, and timely access to information. This work, part of a Faculty Learning Community initiative and supported by the SST Inclusive Excellence and Implementation Grant Program (FY 24–25), demonstrates the ongoing impact of informal communication tools in creating connected learning environments.
Data Collection and Analysis of the Student Sense of Belonging Survey (14)
Shuting Xu, Ying Guo, Stacy Jones (SST)
Abstract: We are part of the GGC SST HHMI Inclusive Excellence 3 Project, Working Group 2 includes faculty members from different departments within SST. Our purpose is to employ data mining and data analyses that will inform the need for teaching practices that improve student retention and graduation. This will be accomplished through continued and systematic data collection, analysis, assessment, and evaluation of the project. The barriers hindering student and faculty success within the School of Science and Technology will be identified. By drawing insights from the survey results, strategies for improvement will be explored. The poster presents the results of the analysis of the factors that measure a student’s sense of belonging.
* Development of a Walking Trails app by ITEC students (15)
Anca Doloc-Mihu, Kristie Walsdorf, Cindie Corey (SST), Karen Perell-Gerson (EXACT Plan / SST), Cengiz Gunay (SST)
Abstract: This experiential learning project provides GGC ITEC students with “real world” experiences through research and service learning opportunities showcasing students from Exercise Science & Physical Education (EXSC) and Information Technology (ITEC) Departments utilizing their unique skills to produce an app called Grizzly Fitness Information @ Your Fingertips. Since 2023, GGC ITEC student groups have been designing an app which features the GGC walking trails and content developed by GGC EXSC students. Content includes various strength & flexibility exercises as well as information about safety, nutrition, walking mechanics, and increasing exercise intensity levels along the walking paths.
* Effective Digital Tools for Engaging Physical Education Students (16)
Arlenda Murphy, Laurie Shepard (SST)
Abstract: In an online physical education course, maintaining student motivation and engagement is key to their success. To achieve this, instructors can implement structured weekly schedules with clear daily checklists, ensuring students stay organized and focused. Motivational quotes provide encouragement, while programs allow for personalized video feedback and skill development for the student. Platforms such as MS Teams and Remind facilitate quick, targeted reminders, helping students stay on track and feel connected. These practices, combined with continuous support and positive reinforcement, create an environment where learners remain motivated, engaged, and empowered to reach their goals throughout the course.
Empowering Scholarship: A Faculty Learning Community for Mentoring Instructor Led Scholarly Activities in the School of Science and Technology by Instructors (17)
Becky Fiorillo, Arlenda Murphy, MaryGeorge Whitney, Charles Pibel, Joseph Ametepe (SST)
Abstract: A Faculty Learning Community (FLC) has been created within the School of Science and Technology with a particular focus on Instructors and their need to fulfill the scholarship requirement of their annual performance reviews. The FLC will look at providing a structured framework for mentoring of participating faculty in the creation of active programs of scholarly or creative activities. The rationale for creating the FLC is that these faculty do not typically have extensive experience conducting scholarly research, but scholarship has become a specific evaluation criterion for all ranked USG faculty (Instructors, Assistant, Associate and Full Professors).
Engagement Strategies for First-Year Students in Core Classes (18)
Ashley Kauschinger (SLA)
Abstract: This poster presents a comprehensive framework of practical engagement strategies designed specifically for first-year students in core curriculum courses. Drawing from classroom experience and student feedback, these strategies address common challenges including technology distractions, underdeveloped study skills, and limited understanding of academic expectations. By implementing structured approaches to syllabus utilization, note-taking instruction, contextual relevance, and flexible accountability measures, instructors can enhance student engagement and success. This work provides ready-to-implement techniques that help bridge the gap between high school and college learning environments while fostering academic community in foundational courses.
To Enhance, Not Replace, Learning: Using AI in the College Classroom (19)
Jason Delaney, Grace Onodipe, A.J. Kooti (SBA), Kathleen Burke (SUNY Cortland)
Abstract: This poster delves into practical strategies for integrating generative AI tools, such as ChatGPT, into college classrooms to enhance, rather than replace, learning. Drawing on our experiences in teaching Business Statistics, Economics, and Accounting, we will share how AI was used as an interactive tutor as well as a study aid to personalize teaching and boost student engagement. Attendees will learn effective methods for incorporating AI into classroom activities. The study emphasizes the benefits of AI in higher education and offers practical and clear takeaways for educators aiming to help students develop the critical AI literacy skills essential for today’s workforce.
* Enhancing Student Learning and Skill Development Through Computational Chemistry: The Impact of a Project-Based Approach (20)
Emily Henary, Neville Forlemu (SST)
Abstract: In CHEM 1152K, survey of chemistry students engage in a semester-long, project-based learning experience using computational chemistry tools to explore the molecular basis of diseases. Working in teams, students research diseases of personal relevance, model drug molecules with NSF ChemCompute and MOE, and analyze molecular interactions using organic chemistry concepts. This approach enhances critical thinking, problem-solving, and collaboration while making abstract concepts more tangible. Culminating in presentations at the STaRS symposium, the project builds confidence in scientific inquiry and computational tools. Positive student feedback affirms the project’s effectiveness in connecting chemistry to real-world health challenges.
* Enhancing Team Collaboration through Peer Evaluation in Project-Based Courses (21)
Rahaf Barakat (SST)
Abstract: Team collaboration remains a persistent challenge in educational settings, especially in project-based courses. This research explores the impact of structured peer evaluation on enhancing team effectiveness in project-based software development classes. Peer assessments focused on communication, work quality, commitment, and contribution to deliverables. Through the analyzed data, we observed measurable improvements across all dimensions—particularly in communication effectiveness and quality of work delivered. This model not only strengthens teamwork but also simulates real-world professional environments, where peer feedback and collaboration are critical. The findings support peer evaluation as a scalable and adaptable strategy for fostering accountability, reflection, and deeper engagement in any discipline involving team-based learning.
* EXACT Plan for Chemistry (22)
Misael Romero-Reyes, Veronica Sublett Breeden (SST)
Abstract: This poster outlines the implementation of EXACT (EXperiential Learning Activities) within the 1211K laboratory curriculum, aiming to extend student learning beyond traditional classroom settings. EXACT participation offers opportunities for engagement both on campus and in the surrounding community, with the potential to become an EXACT scholar for enhanced benefits. We propose three key strategies for integrating EXACT into 1211K: (1) utilization of ePortfolios to document and reflect upon experiential learning, (2) incorporation of EXACT principles into our CURE water project, fostering authentic research experiences, and (3) implementation of digital badging to recognize and incentivize participation in EXACT activities. These methods will promote deeper learning, skill development, and community engagement, enriching the 1211K laboratory experience.
* Exercise Science Practicum Enhances Career Readiness through Community Engagement (23)
Lauren Tapp (SST)
Abstract: The Exercise Science Practicum Course is a capstone course that provides senior level students the opportunity to sharpen clinical skills, as well as soft skills in preparation for careers in the exercise science and allied health industries. Students worked as practitioners with community volunteers to create and implement personalized exercise programs designed to improve their client’s overall health and fitness levels. Self-efficacy in various clinical areas was assessed, with improvements shown across all areas over the course of the semester long program.
Faculty Assessor Model for Large-Scale Assessment Data (24)
Jennell Talley (SST), Jillian Collier (Kaufman Library), Sherly Abraham, Qing Shao (SST), Benjamin O’Dell, David Dorrell, Patrice Morris (SLA), Holly Clark (SST), Jason Delaney, John Marinan, Eric Gresch (SBA), Kinga Varga-Dobai, Jamie Caudill (SOE), Thomas Lilly (Office of Academic Assessment & Accreditation), Karen Perell-Gerson (EXACT Plan / SST)
Abstract: The EXACT Plan (GGC’s QEP for 2024-2029) utilizes a best practices model for assessment of critical thinking skillset reflections by having a team of faculty assessors who are outside of the faculty of course record. This team of faculty assessors provide independent assessment of the artifacts to determine capability in the four critical thinking skillset areas and evaluate students’ skill in cognitive integration across a variety of experiential learning opportunities. This poster will describe the model used to determine interrater reliability and scoring sessions data that occur during two scoring sessions in May and December each year.
The Game of Set: Introducing Mathematical Thought to Middle School Students (25)
Marty Gerson, Dan Pinzon (SST)
Abstract: The Super Saturday Series (S3) is a program that allows middle school boys & girls to come to GGC to engage with GGC Faculty & GGC student volunteers. They have highly interactive & engaging minicourses in Chemistry, Biology, Exercise Science, ITEC, and Mathematics. These go beyond their normal middle school curriculum. This poster will talk about the Math activity (the game of “Set”) as well as including the results of pre & post test questions related to the students’ perceptions of math.
* Hands-On Science: Exploring Biology Through Household Materials (26)
Ramata Cisse, Caroline Hanson (SST)
Abstract: The Super Saturday Series SST committee organized a STEM outreach activity where middle school students participated in an interactive biology event led by Anatomy and Physiology faculty and student volunteers. The activities aimed to make complex biology concepts fun and memorable. Students built protein models, braided mannequin hair to demonstrate protein structures, and used clay and Play-Doh to sculpt cells and organs. Before and after surveys were conducted to assess changes in student interest and perception of science. This hands-on experience effectively promoted STEM engagement and highlighted the power of peer-led learning in sparking curiosity and enthusiasm in young learners.
Influence of family and teachers on middle school students views of STEM disciplines (27)
Rahaf Barakat, Cindy Robertson (SST), Karen Perell-Gerson (EXACT Plan / SST), Elgin Andrews, Ramata Cisse, Marty Gerson, Caroline Hanson, Lorraine Jonassen, Jinkyung Park, Veronica Sublett-Breeden (SST)
Abstract: The Super Saturday Series (S3), offered by the School of Science & Technology, provides middle school students a day-long series of STEM activities from Chemistry, Biology, Information Technology, Math, and Exercise Science. Faculty and college students designed activities in one-hour blocks focusing on their areas of expertise and interest. The experience allowed middle school students to learn about STEM through hands-on, engaging, and entertaining activities in each specialty. Comparisons between male and female students’ attitudes toward various STEM disciplines and potential college major choices will be discussed in the context of family and teacher influences.
* Incorporating Interdisciplinary Experiential Learning Projects into Introductory Physics (28)
Qing Shao, Zengjun Chen, Lijun Pang (SST), Karen Perell-Gerson (EXACT Plan / SST), Xiaoping Li (SST)
Abstract: This study introduces an innovative approach to integrate experiential learning projects into introductory physics courses. To engage and motivate students, they are instructed to conduct and present research on the application of physics in their respective fields with the support of faculty advisors. Upon completion of the project, students reflect on their experience and provide feedback on their peers’ presentations. The results show that students demonstrated an enhanced ability to solve real-world problems, a better understanding of how physics can be applied, and improved confidence in research.
* Increasing confidence and fitness levels in online weight training courses through inclusivity applications (29)
Laurie Shepard, Arlenda Murphy (SST)
Abstract: The stigma surrounding gyms often discourages certain groups from participating in online weight training courses. Inclusive teaching in an asynchronous Physical Education course promotes a supportive learning environment where students of all backgrounds—regardless of religion, size, appearance, gender, or age—feel valued and engaged. Proper instruction is crucial to avoid injury, making structured online weight training courses invaluable. This approach addresses educators’ concerns and provides students with a genuine opportunity to engage in weight training, regardless of their prior experience or comfort level in traditional gym environments.
* Mindfulness and Mathematics Anxiety: A Pilot Study (30)
Joshua Roberts, Daniel Pinzon, Jenny Kerven, Marty Gerson (SST)
Abstract: This is an updated report of previously presented work on the relationship between mathematics anxiety and mindfulness practices. Mathematics faculty implemented a short mindfulness activity designed to help students practice meditation and breathing exercises. The intervention was implemented during a full semester across several different courses throughout the mathematics curriculum. Here, we give a background on the relationship of mindfulness and anxiety, briefly describe the mindfulness practice used, and report several positive outcomes from the intervention.
* The Missing Ingredient: Cultivating a Sense of Belonging in the Classroom (31)
Michael Morton, Misael Romero-Reyes, Michelle Huang, Pat Uelmen Huey, Sarah Park (SST)
Abstract: We created a workshop series specifically designed for our instructors for all GGC students, especially nontraditional and first-gen students. We know these students face unique challenges, so we’re creating targeted support that goes beyond traditional classroom approaches. This acknowledges the changing backgrounds and current needs of our students that have evolved with time. Our goal is to help faculty create an environment in which students feel like they truly belong, thus boosting their academic confidence, and giving them the tools to complete college successfully.
* A Multifaceted Approach to Improve Learning and Motivation in Introductory Programming (32)
Wei Jin, Xin Xu, Evelyn Brannock, Hyesung Park, Tacksoo Im (SST)
Abstract: This project integrates high-impact practices tailored to diverse learning styles, addressing key implementation challenges and leveraging automated tools to enhance the effectiveness of these practices. Specifically, the project incorporates Process-oriented Group Inquiry Learning, auto-graded visualizer-based tracing exercises, and a POGIL-inspired problem-solving strategy development approach. By making implicit learning steps explicit, these approaches effectively support diverse learning styles. Additional components include peer-recorded instructional videos, peer-created game development workshops, and semester-long team-based projects. The goal of this multifaceted approach is to improve student engagement in Programming Fundamentals, a gateway course in the IT and increase retention and graduation rates in the program.
* Picture a Scientist: Changing Student’s Image (34)
Candace Timpte (SST)
Abstract: Research into science identity, stereotype threat, and possible selves suggests a lack of diverse representations of scientists could impede traditionally underserved students from persisting and succeeding in science. We evaluated a series of metacognitive homework assignments (“Scientist Spotlights”) that featured counterstereotypical examples of scientists in an introductory biology class at a diverse community college. Scientist Spotlights additionally served as tools for content coverage, as scientists were selected to match topics covered each week. We analyzed beginning- and end-of-course essays completed by students during each of five courses with Scientist Spotlights and two courses with equivalent homework assignments that lacked connections to the stories of diverse scientists. Students completing Scientist Spotlights shifted toward counterstereotypical descriptions of scientists and conveyed an enhanced ability to personally relate to scientists following the intervention. Longitudinal data suggested these shifts were maintained 6 months after the completion of the course. Analyses further uncovered correlations between these shifts, interest in science, and course grades. As Scientist Spotlights require very little class time and complement existing curricula, they represent a promising tool for enhancing science identity, shifting stereotypes, and connecting content to issues of equity and diversity in a broad range of STEM classrooms.
* Pilot Study on Diverse Learners in STEM Through Unplugged Computing (35)
Hyesung Park, Evelyn Brannock, David Kerven, Sunae Shin, Xin Xu, Wei Jin, Tacksoo Im (SST), Jennifer Arrocena (Office of Disability Services)
Abstract: This study explores the challenges of designing effective instruction to foster a dynamic learning community in response to the growing demand for computing education. Students with learning disabilities or those facing academic challenges often encounter significant barriers to success in the computing discipline. To address these challenges, this project develops an innovative interdisciplinary instructional framework centered on unplugged activities. These activities, which reduce reliance on electronic devices, require students to manipulate objects, act out algorithms, and summarize observations to simplify complex concepts. Through interactive, hands-on experiences, the approach makes abstract concepts more concrete, and STEM subjects more engaging and accessible, particularly for students requiring additional support. This pilot study explores the transformative potential of unplugged computing in redefining computing education. By implementing and evaluating this approach, the purpose of this study is to create a more supportive, and stimulating learning environment in computing disciplines, thereby enhancing the academic success and empowerment of all students, regardless of their background or learning challenges.
The Power of Reflection: Enhancing Knowledge Through Experiential Learning (36)
Kristie Walsdorf (SST), Karen Perell-Gerson (EXACT Plan / SST), Cindie Corey (SST)
Abstract: Experiential learning is the process of learning by doing. Kolb’s Experiential Learning Cycle summarizes experiential learning as “learning is the process whereby knowledge is created through the transformation of experience” (Kolb & Kolb, 2006). By engaging students in hands-on experiences and reflections, students are better able to connect theories and knowledge learned in the classroom to real-world situations. Reflection is an integral component of experiential learning connecting the “learning” to the “experience.” As John Dewey (1859-1952) stated, “We do not learn from experience… we learn from reflecting on the experience.” Therefore, the purpose of this work was to provide Exercise Science upper classmen with an experiential learning opportunity to demonstrate how what they learned in class is applied to real-world experiences. Students developed fitness video content for a mobile application, presented the videos to students in fitness walking classes and administered a Qualtrics survey regarding the effectiveness of the content. Proceeding the research and at the end of their paper, students reflected on how their knowledge changed, skills they obtained, challenges encountered, and how the learning activity influenced their critical thinking skills and adaptability.
Promoting Engagement in a General Education Computing Class through Experiential Learning (37)
David Kerven, Cindy Robertson, Sherly Abraham, Lissa Pollacia, Ying Guo (SST)
Abstract: General education classes notably suffer from lack of engagement from students who deem these classes as unneeded and take them merely to check a box on graduation requirements. General education computing classes are no exception to these student perceptions. Based on preliminary data, introducing experiential learning tied to career readiness into GGC’s Introduction to Computing general education course appears to improve student perceptions of relevance and engagement.
* Promoting Students’ Sense of Belonging and Engagement in Online Precalculus Courses (38)
Rabia Shahbaz, Ekaterina Nathanson, Sarah Park, Jamye Curry Savage (SST)
Abstract: The presenters will discuss how they incorporated active learning into their online asynchronous precalculus courses. Activities like lecture videos, guided notes, weekly discussions, and group projects were used to boost student engagement and collaboration. Data was collected to measure students’ performance, sense of belonging, and engagement at the start and end of the semester. The study found that active learning promotes a deeper understanding and positive attitude towards mathematics. Post-surveys showed an increase in students’ sense of belonging and engagement, with a stronger correlation between these factors compared to pre-surveys.
A Qualitative Analysis of Parent Caregivers’ Challenges, Adaptations, and Support Systems in Higher Education (39)
Gaynell M. Simpson, Laurel Holland (SLA)
Abstract: College student parent caregivers are often overlooked in caregiving literature, despite being more likely to consider dropping out. Little is known about their stressors, supports, and academic needs. This qualitative study explored the experiences of student parent caregivers at Georgia Gwinnett College through semi-structured interviews. Thematic analysis revealed themes, highlighting their strong commitment to education, the barriers they face, innovative coping strategies, and the need for institutional change. Findings emphasize the importance of tailored academic support to promote their success and retention in higher education.
Qualitative Analysis of Student-led Focus Groups Investigating Career Competencies (40)
Dr. Marieke Schilpzand, Jemimah James, Joselyn Medrano-Rivas, Taylor Hays, Truman Sok, Amanda Wilsker, Tracey Schaller (SBA)
Abstract: Over half of college graduates fail to secure degree-relevant employment, highlighting a disconnect between graduate competencies and employer expectations. To address this gap, the PROSPER (Peer-Led Readiness Opportunities for Student Professionalism and Education Refinement) project engaged Georgia Gwinnett College business students in a SEED-funded initiative. Through peer-led focus groups and qualitative research, student researchers explored their peers’ confidence in career competencies while building their own career competencies. Findings from 57 focus group participants reveal strong confidence in some areas but notable deficiencies in communication and technological skills, providing critical insights for aligning educational strategies with the NACE competencies.
* Rebirth Through Collaboration: A Transformative Approach to Teaching Art Appreciation (41)
Yuan Butler (SLA)
Abstract: I approach teaching as a collaborative, transformative process where students engage deeply with creativity and meaning making. To help students understand how form and content shape interpretation, I invited them to collectively recreate a personal painting from a difficult period in my life. Their expressive additions transformed the piece into one of renewal, titled “Rebirth.” This experience empowered students to connect emotionally, explore authorship, and gain confidence in their creative abilities. It exemplifies my commitment to fostering inclusive, experiential learning environments where vulnerability, dialogue, and self-discovery are integral to the artistic and educational process.
* Skills Mapping: Bridging the gap between academic learning and real-world jobs (42)
Sherly Abraham (SST)
Abstract: College students often struggle to bridge the gap between academic learning and real-world application. Skills mapping is a method of identifying, categorizing, and aligning existing skills with that required in real world job descriptions or roles. When applied to a course, this includes mapping specific competencies achieved in a course to that in real world job descriptions or roles. This poster will highlight the importance of integrating skills mapping into college courses. In addition, the poster will describe the course design, and structured classroom activities that were utilized to integrate skills mapping in an upper-level information technology course.
* SST Inclusive Excellence Project: a progress report (43)
Allison D’Costa, Latanya Hammonds-Odie, Clay Runck, Yi Ding (SST), Omar Villanueva (Chief Program Officer, Beyond Benign)
Abstract: To guide this project a “Theory of Change” was developed that states “when faculty members have a clear understanding of the value of inclusive teaching practices in student success, and are rewarded for their efforts, there will be increased student retention and graduation rates”. Using SST as a campus model of teaching excellence, this presentation will review our progress to date in three areas of focus: 1) Professional development, 2) Survey data on faculty member awareness of inclusive teaching and student sense of belonging, 3) Teaching evaluation.
* Super Saturday Series – A Story with Hands-On Chemistry Activities (44)
Veronica Sublett Breeden, Gillian Rudd (SST)
Abstract: Super Saturday Series (S3) is a hands-on science and technology workshop for middle school students, held one Saturday each semester on the Georgia Gwinnett College (GGC) campus. In the curriculum, students are provided with an exciting opportunity to interact with positive and professional role models in chemistry, biology, and information technology. The ACS Chapter faculty advisors and student volunteers, develop a themed event for the chemistry portion of S3. It tries to follow the theme of National Chemistry Week or Chemists Celebrate Earth Week, depending upon the semester. The student volunteers, along with the advisors, develop a storyline that goes along with the theme and planned activities. The storyline is presented using a PowerPoint, which includes a set of ice-breakers, a storyline and instructions for the planned hands-on activities. Demographic and attitudinal data is collected during the registration process, as well as post-event. These surveys show an increase in enjoyment and confidence in their abilities towards chemistry-related topics, providing support for continuation of this program.
Super Saturday Series Exercise Science Contributions (45)
Jinkyung Park, Elgin Andrews (SST), Karen Perell-Gerson (EXACT Plan / SST), Rahaf Barakat, Cindy Robertson, Ramata Cisse, Marty Gerson, Caroline Hanson, Lorraine Jonassen, Veronica Sublett-Breeden (SST, CHEM)
Abstract: The Super Saturday Series (S3), offered by the School of Science & Technology, provides middle school students a day-long series of STEM activities from Chemistry, Biology, Information Technology, Math, and Exercise Science. Faculty and college students designed activities in one-hour blocks focusing on their areas of expertise and interest. The experience allowed middle school students to learn about STEM through hands-on, engaging, and entertaining activities in each specialty. One of the blocks focuses on Exercise Science activities. Data specific to students’ perceptions of the Exercise Science activities will be presented, along with examples of the activities.
* Swim Caps: One Size Does Not Fit All (46)
Jeannie M. Elkovich (SST)
Abstract: The purpose of this research is to assess the equitable access to swim caps among all individuals in the sport of swimming. Swim caps reduce drag in the water and give the swimmers the ability to glide through the water without hair resistance. Even though swim caps do not prevent hair from getting wet, they do prevent hair from becoming saturated (with water and chlorine). Students in the beginning swimming course at Georgia Gwinnett College were asked to fill out a 24-question survey regarding their experience using swim caps.
* Two Quiz Mutation Tools for Learning Assessment (33)
Wei Jin, Sean Nolan, Danielle Mathieu, Dylan Long (SST)
Abstract: We will present two software tools designed to assist educators with learning assessments. The first tool converts existing fill-in-the-blank (FIB) and short-answer (SA) questions into auto-gradable multiple-choice questions (MCQs) by utilizing previously submitted student answers. This transformation allows quizzes that require manual grading to be automatically graded, saving time and effort. The second tool converts an existing quiz into a template and then uses the template to generate an equivalent but different quiz, helping to prevent question leaks and maintain assessment integrity. These tools can work together to streamline the learning assessment process, making it more efficient and reliable.
Unpacking the Final Exam in the Mathematics Classroom (47)
Paula Krone (SST)
Abstract: In a mathematics course, the cumulative final exam could seem overwhelming to some students who have difficulty recalling a semester’s worth of material. In this SOTL experiment, the material for the final exam is broken down into two distinct parts and delivered on two separate days. In that way, students are able to focus on separate pieces of the course material during separate exam preparation time periods.
Updated Insights on the Use of ePortfolios in A&P II for Pre-Nursing Students to Reflect on Essential Skills for Healthcare Careers (48)
Vicki Bali (SST)
Abstract: GGC has approximately 1,300 pre-nursing students and many of them struggle in the pre-nursing courses, A&P I, A&P II, and Microbiology. For example, the DFW rate for BIOL 2451K is approximately 40%. GGC nursing school accepts only 30 of nearly 1200 applicants. The average GPA of students accepted into BSN program is 3.7. What about the students who do pass, but make a B or C? Faculty who teach these courses are very aware of the disparities when it comes to our pre-nursing students. These faculty, along with supporting faculty and staff from Office of Assessment, Education and the Career Development and Advising Center, discussed use of ePortfolios and how their impact in the classroom would promote learning and engagement, as well as highlight skills and promote career exploration.
Use of AI for critical thinking artifact assessment (49)
Ying Guo (SST), Thomas Lilly (Office of Academic Assessment & Accreditation), Karen Perell-Gerson (EXACT Plan / SST)
Abstract: The project pioneers an innovative approach to evaluating High-Impact Practices (HIPs) by leveraging advanced large language models (LLMs) to automate the grading of student critical thinking reflections. Building on research demonstrating LLMs’ capacity to achieve human-level accuracy in grading complex, multi-step explanations,1 this initiative addresses scalability challenges as the college expands its Experiential Learning and Critical Thinking (EXACT) Plan by embedding experiential learning and critical thinking into 70+ courses by 2029. The project will develop an AI algorithm trained to assess student reflections using validated rubrics for integrative learning and critical thinking, mirroring the interrater reliability of faculty committees.
* Use of Alternative Final Exam Assessments in Anatomy and Physiology I (50)
Caroline Hanson (SST)
Abstract: Oral communication is essential to healthcare professions and experience in presenting course material orally benefits students academically. To provide such an experience in Anatomy and Physiology I, students presented a disease topic related to course material. Students constructed an oral presentation either as a Powerpoint file with voice-over presentation or as an oral presentation of a poster. The posters were judged at a mock poster symposium at the end of the semester during a final exam period. Powerpoint files were submitted to the course faculty for grading. We predict that this experience will increase course self-efficacy and benefit academic outcome.
Use of Library GeneralSpace as a Digital Repository (51)
Catherine Downey, Jillian Collier (Kaufman Library), Brianna Wilson (EXACT Plan), Karen Perell-Gerson (EXACT Plan / SST)
Abstract: GeneralSpace, Georgia Gwinnett College’s digital repository is where faculty, departments, and/or programs can store creative and intellectual output by students, student groups, faculty, and staff (https://generalspace.ggc.edu/home). Anything produced by GGC faculty, students, and staff such as annual reports, research reports, campus publications, speeches, press releases, white papers, programs, published abstracts and articles can be stored and viewed by the public.
For example, the EXACT Plan is utilizing this space (https://hdl.handle.net/10675.3/611109) to house assessment reports, advisory board presentations, course instructions, publications, and semesterly newsletters. In doing so, the EXACT Plan can be a resource to the GGC and external academic communities.
The Use of Pre-Lab Simulation Activities to Improve Student Success in General Chemistry Lab (52)
Meredith Storms (SST)
Abstract: This study explores the use of online simulation activities to improve student preparation and performance in a general chemistry I laboratory. While prior research has shown that pre-lab videos can enhance learning, challenges remain—particularly for students with little to no lab experience. Most existing studies focus on upper-level courses, leaving a gap at the introductory level. This approach replaces passive video viewing with interactive simulations that mirror upcoming experiments. The goal is to increase student readiness, lab efficiency, and overall engagement. Preliminary results suggest that simulations offer a promising strategy for supporting novice learners in the chemistry lab environment.
Using AI-based Interview Simulations as Experiential Learning in Business Communications: Current Practice & EXACT Course Preparation (53)
Marvin Bontrager, Tracey King Schaller (SBA)
Abstract: This research explores the integration of an AI-based interview simulation in a Business Communications course (BUSA 2105). Consistent with Kolb’s Experiential Learning Cycle (Kolb & Kolb, 2006), students participate in simulated interviews using the “Big Interview” platform, receive AI-generated results, and reflect on their performance. These activities help students develop communication skills, self-awareness, and career readiness for professional interviews. Reflections indicate that students find the activity both challenging and valuable for building confidence. As BUSA 2105 transitions to be an EXACT course, faculty coordination and tools like the CAT app and SL&L will help ensure consistent activity implementation and assessment.
