Welcome to the CTE’s
Eighth Annual Teaching & Learning Day
and SST Inclusive Teaching Showcase
Friday, April 12th, 2024
Kaufman Library – Heritage Room
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 Eighth 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 be a hybrid event, with in-person presentations in the Heritage Room of the Kaufman Library from 10:00 a.m. – 1:00 p.m. followed by a series of online presentations from 1:30 p.m. – 3:05 p.m.
We look forward to seeing you and making this Teaching and Learning Day a memorable event!
GGC’s Center for Teaching Excellence
Program
Overview
10:00 – 10:05: Welcome
10:05 – 11:00: Poster Sessions 1 – 2
11:00 – 1:00: Lunch
11:05 – 1:00: Poster Sessions 3 – 6
1:00 – 1:30: Break
1:30 – 3:25: Online Poster Sessions 1 – 6
Welcome and Opening Remarks (10:00 – 10:05)
Greeting and brief opening remarks by Dr. George Low, 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 Presentation Session 1 (10:05 a.m. – 10:30 a.m.)
Exploring Student Self-Care in Undergraduate Health Science Education (Poster Station #4)
Margaret Schmidt and Nina Cleveland (School of Health Sciences); Karen Perell-Gerson and Julie Shearer (School of Science and Technology), Gaynell Simpson and Mark Sweatman (School of Liberal Arts)
Abstract: Student preparedness in Health Science education requires immediate attention to the current healthcare workplace crisis of burnout and compassion fatigue. Research on healthcare worker wellbeing shows that self-care may lessen the impact of healthcare workplace stressors. Research also shows mindfulness interventions focused on self-care reduce stress and burnout and improve psychosocial outcomes. Including self-care training in undergraduate Health Science education could prove beneficial not only for future career success outcomes among students pursuing degrees in Health Science or related helping professions programs, but also for current student mental health.
* Inclusive Teaching Faculty Learning Community based on NSF Improving Undergraduate STEM Education MOOC (Poster Station #5)
Qing Shao, Karen Perell-Gerson, Yi Ding, Adrienne Cottrell-Yongye, Jamye Curry Savage, Omar Villanueva, Allison D’Costa, Latanya Hammonds-Odie, and Clay Runck (School of Science and Technology)
Abstract: The purpose of this poster is to garner interest in inclusive teaching through a Massive Open Online Course (MOOC) designed by the Inclusive STEM Teaching Project, NSF Improving Undergraduate STEM Education program, and hosted by GGC faculty as a Faculty Learning Community. By participating in this course, you will learn how to advance your awareness and self-efficacy to cultivate inclusive classroom environments to support yourself as a reflective, inclusive practitioner by engaging in reflection and discussion and implement inclusive teaching methods in your classes which will remove common barriers and enhance learning in STEM for all students.
Preservice Teachers Become Leaders in Online Teaching (Poster Station #12)
Joye Cauthen (Kaufman Library); Samantha Mrstik and Rebecca Cooper (School of Education)
Technology is woven throughout our daily lives now more than ever. Therefore, teacher education programs must meet this digital demand by preparing teacher candidates to integrate technology into their classrooms and be ready to teach online. With this goal in mind, the Technology Integration Project was designed and implemented by a team of education preparation professionals from the School of Education at Georgia Gwinnett College. The innovative approach called for a redesign of coursework in all programs that included more online teaching, the inclusion of technology for teaching content, and the use of assistive technology. As a result of participating in the Technology Integration Project, student teachers and graduates are reporting that they are now being recognized as teacher technology leaders, often showcasing technology lessons at their schools.
e-Portfolios as a Measure of Assessment in Physical Education (Poster Station #13)
Kristie Walsdorf and Karen Perell-Gerson (School of Science and Technology); Rebecca Cooper (School of Education)
Electronic Portfolios have been used in a variety of ways within institutions of higher education including learning, assessment, employment, marketing and showcasing best work (Barrett, 2007). ePortfolios used as a means of assessment can provide a richer picture of student learning through the reflective process. When implemented in general education physical education courses, Hastie & Sinelnikov (2007) found e-portfolios a motivating way for students to demonstrate knowledge and increased the credibility of physical education as a subject in the collegiate setting. The purpose of this project is to describe the student’s experience using ePortfolios in a physical education hiking course (PHED 1130).
Poster Presentation Session 2 (10:35 a.m. – 11:00 a.m.)
The Use of ePortfolio as a Tool For Mentoring Students (Poster Station #1)
Caroline Hanson, Karen Perell-Gerson, Ramata Cisse, Rebecca Fiorillo, Victoria Bali, Wendy Dustman, Julie Shearer, Sharon Keller, and Indhira De La Rosa (School of Science and Technology); Rebecca Cooper (School of Education)
Anatomy and Physiology are gateway courses for nursing programs giving faculty the opportunity to mentor students. Our pre-nursing faculty learning community at Georgia Gwinnett College uses ePortfolios to prepare pre-nursing for application to nursing programs. Students must complete ePortfolio pages using a template as assignments in their 1st and 2nd semesters of Anatomy and Physiology. Pages include those of self-introduction, mission statement, work ethic characteristics, leadership and critical thinking. In addition, they are required to complete an alternative career assignment in their Microbiology class to prepare them if their application is not accepted.
* Inclusive Teaching Topics and Resources as identified by GGC-HHMI IE3 Working Group 1’s Professional Development (Poster Station #8)
Yi Ding, Qing Shao, Karen Perell-Gerson, Adrienne Cottrell-Yongye, Jamye Curry Savage, and Omar Villanueva (School of Science and Technology)
This work represents the efforts of Working Group 1’s Professional Development of the GGC-HHMI IE3, Howard Hughes Medical Institute Inclusive Excellence 3 grant (#GT16022). Faculty in this working group represent each of the majors within the School of Science & Technology. The goals of this working group are 1) identification of specific inclusive teaching topics for professional development, 2) identification of speakers for these workshops, and 3) identification of classroom resources. Faculty in this working group have participated in workshops to educate themselves and collected resources on best practices related to inclusive teaching practices across various student populations.
* Percussion only CPR (Poster Station #9)
Ken Horowitz (School of Science and Technology)
In PHED 1101 Choices for Life we introduced percussion only CPR and AED training. As we teach over 1000 students per semester, this is an outstanding opportunity to give this lifesaving skill to our students. We use hands on training with dummies, and training AED’s. Our post evals show a majority of students are now confident they can begin this procedure if called upon.
Use of Reflection in Experiential Learning Independent Research Activity (Poster Station #16)
Karen Perell-Gerson, Kristie Walsdorf, Cindie Corey, and Anca Doloc Mihu (School of Science and Technology)
The purpose of this work is to provide Exercise Science students with experiential learning opportunities to demonstrate how what they learn in class is applied to real experiences. John Dewey (1933) stated that “we don’t learn from experience… we learn from reflecting on experience”. The students developed fitness content for a mobile app and received feedback from Fitness Walking (PHED 1080) students regarding the videos’ effectiveness. Exercise Science students reflect at the end of their research paper how their knowledge changed, skills obtained, challenges encountered, and how the activity influenced their critical thinking skills and adaptability.
Lunch (11:00 a.m. – 1:00 p.m.) – sponsored by the Howard Hughes Medical Institute Inclusive Excellence 3 grant (HHMI IE3)
Note that there will be no break for lunch; whenever you have a moment, make your way to the lunch tables for m&mmms – mobile and minimally messy meals that will be easy for you to take with you as you make your way through the various poster presentations.
Poster Presentation Session 3 (11:05 a.m. – 11:30 a.m.)
* One lesson at a time: First year teachers, agency-formation, and their persistence to resist (Poster Station #6)
Amy Mungur (School of Education)
This poster will share findings from a year-long collaborative inquiry with first year teachers as they build agency in the contentious and politically charged terrain of teaching history (in Georgia). The poster aims to celebrate new teachers’ persistence to resist both mainstream academic knowledge and the unjust laws meant to silence and erase the experiences of their students, one lesson at a time.
Experiential Learning Opportunity for Exercise Science Students (Poster Station #22)
Cindie Corey, Kristie Walsdorf, Anca Doloc Mihu, and Karen Perell-Gerson (School of Science and Technology)
The purpose of this experiential learning opportunity is to provide Exercise Science students with real world experience developing fitness content for a mobile app that can be used along the GGC walking trails and expanded to Gwinnett County Parks & Recreation walking trails in the future. Students research appropriate fitness content, develop a script for videos, produce the videos and screen the videos for Fitness Walking (PHED 1080) classes. Fitness Walking students provide feedback related to the effectiveness and quality of the videos so that the Exercise Science students can revise their videos and provide research results of the findings.
* SST Inclusive Excellence Project: Defining, Implementing and Evaluating Inclusive Teaching (Poster Station #14)
Allison D’Costa, Latanya Hammonds-Odie, Clay Runck, Sonal Dekhane, Omar Villanueva, Yi Ding, and President Jann Joseph. Past members: Judy Awong-Taylor (Emeritus) and Cindy Achat-Mendes (School of Science and Technology);
As part of a teaching-focused institution, GGC faculty are committed to supporting the learning and success of our remarkably diverse student body. Inclusive teaching practices (ITPs), not only impact students’ sense of belonging, but also benefit all students regardless of race, ethnicity, gender, sexual orientation, socioeconomic background, or disability.
Through the HHMI Inclusive Excellence grant, SST faculty members have developed a shared definition of Inclusive Teaching, will receive training and professional development on the implementation of ITPs, and understand the value of effective implementation and evaluation of these practices.
Poster Presentation Session 4 (11:35 a.m. – 12:00 p.m.)
* Mastering Career Readiness ePortfolio project: are our pre-nursing chemistry students ready for student success (Poster Station #2)
Gillian Rudd, Rebecca Kalman, Karen Perell-Gerson, Neville Forlemu, and Xiaoping Li (School of Science and Technology); Whitney Smith, (Career Services); Charmita Burch (University of Maryland Eastern Shores)
Survey of Chemistry I and II (CHEM1151K/CHEM1152K) are taken by our pre-nursing students. This project, done in collaboration with the college’s Career Development Center, encourages students to explore possibilities for their future career and student success. In MCR Module 1, students explore and learn about their academic strengths, work interests, values, skills, personality, and leisure interests. Module 2 focuses on expanding their understanding of career paths and potential employers, by creating a LinkedIn profile and a resume. Additionally, students are asked about their attitudes and the usefulness of the activities in a survey at the end of each semester.
Use of ePortfolios in A&PII (BIOL 2252K) for Pre-nursing Students to Reflect on Essential Skills (Leadership & Critical Thinking) for Healthcare Careers (Poster Station #24)
Rebecca Fiorillo and Vicki Bali (School of Science and Technology)
The use of ePortfolios in the classroom is a creative and reflective activity that aids in showcasing the knowledge and skills students have learned by guiding them in reflection and collecting artifacts (AACU.org). While often used in capstone courses, ePortfolios can be used to generate learning and plot academic trajectories across introductory courses to help students determine career direction and skill gaps. The purpose of this project is for students to continue building their ePortfolio, helping them to realize the skills they have learned along their academic path as well as in Anatomy and Physiology II (BIOL 2252K).
* Ethical Hacking Using R&B model (Poster Station #10)
Umar Khokhar and Karen Perell-Gerson (School of Science and Technology)
In today’s digital era, security and privacy are utmost concerns. Cyber-attacks and hacking tools are getting more sophisticated daily. Thus, cybersecurity students should understand penetration testing concepts, requiring knowledge of both offensive and defensive techniques. The Red and Blue (R&B) model uses the Kolb experiential learning cycle, engaging students in real-world activities to develop new knowledge. By simulating cyber-attacks in a controlled environment, students identify vulnerabilities and defend against them. Our analysis shows significant improvements in student engagement, motivation, and success rates compared to traditional teaching methods, preparing students for real-world challenges in information security.
* Mindfulness and Math Anxiety (Poster Station #21)
Joshua Roberts, Tonya DeGeorge, Marty Gerson, Jenny Kerven, and Katherine Pinzon (School of Science and Technology)
This work stems from a Departmental Faculty Learning Community (D-FLC) focusing on the relationship between mathematics anxiety and mindfulness and self-compassion practices. Faculty implement activities and interventions designed to help students practice mindfulness and self-compassion, including meditation, breathing exercises, self-reflection, and other techniques targeted at bringing awareness to students about their emotions and self. These interventions and activities are implemented this semester across varying courses throughout the mathematics curriculum at multiple points, including times when students may be under stress. Our work has been supported by the GGC-HHMI IE3, Howard Hughes Medical Institute Inclusive Excellence 3 grant (#GT16022).
Poster Presentation Session 5 (12:05 p.m. – 12:30 p.m.)
* Developing Procedures for Assessment of Inclusive Teaching at GGC (Poster Station #3)
Candace Timpte, Shuhua Lai, Joseph Ametepe, Mohamed Jamaloodeen, Joshua Wludyga, and Cynthia Woodbridge (School of Science and Technology)
A noticeable disparity exists in diversity between the students we serve and those who graduate from GGC. To close the gap, valuing student-centered inclusive teaching practices in faculty assessment may engage faculty to apply meaningful inclusive teaching practices. The SST HHMI Inclusive Excellence Project WG 3 aims to develop inclusive approaches for faculty to include in their teaching practice that increases student engagement. Also, the group proposes to evaluate effective inclusive teaching within the School of Science and Technology (SST). Several external institutions’ inclusive teaching assessment methods have been studied and several methods have been proposed for adoption in SST.
* Use of ePortfolios to explore alternative health care career options in Microbiology 2260K (Poster Station #23)
Indhira De La Rosa, Ramata Cisse, Wendy Dustman, Sharon Keller, Julie Shearer, and Karen Perell-Gerson (School of Science and Technology); Rebecca Cooper (School of Education)
Admission into nursing school often challenges students due to its rigorous academic requirements and moderate acceptance rates. Exploring alternative careers is imperative for pre-nursing students to prepare them for various opportunities in healthcare. ePortfolios are creative and reflective exercises that showcase knowledge and skills using learning artifacts and reflection (AACU.org). In microbiology, students use their ePortfolios to reflect on academic goals, requirements to achieve them, and as an alternative career exploration exercise should nursing school no longer be an option. The purpose of this project is to describe the student’s experience using ePortfolios in microbiology courses (BIOL2260K).
* Direct comparison between hybrid and face-to-face classes (Poster Station #11)
Misael Romero-Reyes (School of Science and Technology) and Andrea Campbell (School of Liberal Arts)
Hybrid classes offer more flexibility and learning style options but require more organization and technology skills. Face-to-face classes offer more structure, interaction, and opportunities for hands-on learning, but are less flexible and may limit access to resources and engagement opportunities. To isolate the effects of hybrid and face-to-face learning, this study compared these educational formats in the same class with the same instructor. This research can inspire educators to develop new and innovative hybrid learning experiences that meet the needs of a diverse student body. Moreover, we created some deliverables that can be used widely to increase access of information to the student body and they can make more informed decisions about their education.
Use of ePortfolios to reflect on essential skills to be successful in healthcare professions in Anatomy & Physiology I (Poster Station #15)
Karen Perell-Gerson, Caroline Hanson, and Ramata Cisse (School of Science and Technology); Rebecca Cooper (School of Education)
This is the first course (BIOL2251K’s Human Anatomy & Physiology I) in a series of three courses (BIOL2251K, BIOL2252K, BIOL2260K) that enable students to develop an ePortfolio related to essential skills to be successful in healthcare professions. ePortfolios are creative and reflective exercises that showcase knowledge and skills using learning artifacts and reflection (AACU.org). In BIOL2251K, students reflect on time management and work ethics, as well as develop a mission statement that can be used in an application to nursing school or graduate education. The purpose of this project is to describe the students’ experiences using ePortfolios in BIOL2251K.
Poster Presentation Session 6 (12:35 p.m. – 1:00 p.m.)
* Data Analytics Study of Peer Supplemental Instruction at Georgia Gwinnett College (Poster Station #7)
Sairam Tangirala and Roger Pacheco (School of Science and Technology)
Peer Supplemental Instruction (PSI) at Georgia Gwinnett College (GGC) is a program designed to provide leadership opportunities in teaching to juniors and seniors through Peer Supplemental Instruction sessions. This study involved the collection and analysis of data from the 2021-2022 academic year, encompassing 1,088 PSI sessions and 276 student participants. Comprehensive data analysis was conducted using Microsoft Excel and Power BI, examining various factors, including students’ majors, tutored courses, on-campus housing, GPAs, classification, and attendance frequency
Use of ePortfolios to plot academic trajectory in an introductory EXSC course (Poster Station #19)
Karen Perell-Gerson and Kristie Walsdorf (School of Science and Technology); Rebecca Cooper (SOE)
ePortfolios are creative and reflective exercises that showcase knowledge and skills using learning artifacts and reflection (AACU.org). Often, ePortfolios are used in capstone classes to document previous learning. ePortfolios can also be used to generate learning and plot academic trajectories in introductory courses to help students determine the direction that they want to go and what they need to achieve to get to where they want to be. ePortfolios assist students develop personal, professional, and academic identities and goals. The purpose of this project is to describe the student’s experience using ePortfolios in their introductory Exercise Science course (EXSC 3000).
Break (1:00 p.m. – 1:30 p.m.)
Take this time to make your way back to your office (or home) for the online portion of our poster presentations.
Online Poster Presentation Session 1 (1:30 p.m. – 1:45 p.m.)
Scientific Inquiry into Diversified Factors Influencing Adaptive Learning Efficacy
Kamal Khakish (School of Science and Technology)
This study addresses the notable success of artificial intelligence-powered adaptive learning platforms in educational settings globally. However, a critical gap exists in proposing methodologies to enhance the educational experiences of students facing educational disadvantages. The research aims to scrutinize the variations in adaptive learning experiences concerning learner profiles, encompassing student age, socioeconomic status, disability, and cultural factors. By advocating adjustments tailored to these profile differences, the study contends that if adaptive learning aligns with individual needs, it can significantly enhance student performance metrics, including satisfaction, pass rates, and self-motivation. Data synthesis from previous studies on adaptive learning informs this research, revealing promising implications for the intersection of artificial intelligence and adaptive learning.
Online Poster Presentation Session 2 (1:50 p.m. – 2:05 p.m.)
Experiential learning and community outreach: Applied dendrochronology in Gwinnett County, GA
Joseph Henderson (School of Liberal Arts)
To educate the public about trees in Gwinnett County Parks, we partnered with staff members of Gwinnett County Parks and Recreation (GCPR) to complete a project to mark certain trees with their species, age, and diameter. Two GGC students helped complete the project as part of a dendrochronology course. They learned methods of identifying tree species and using methods in tree-ring science to determine the age of trees. GGC students enrolled in a separate Geographic Information Science (GIS) course entered locations, species, and age of all trees into a GIS database to produce a map for use by GCPR.
Online Poster Presentation Session 3 (2:10 p.m. – 2:25 p.m.)
* Inclusive Teaching Workshop Series Proposal
Karen Perell-Gerson (School of Science and Technology)
Samatha Mrstik (SoE), Jennifer Arrocena (Disability Services), Carlos Ruiz Burgos (SBA), Sherly Abraham (SST), Adrienne Cottrell-Yongye (SST), Jamye Curry Savage (SST), Yi Ding (SST), Qing Shao (SST), Omar Villanueva (SST), Allison D’Costa (SST), Latanya Hammonds-Odie (SST), Clay Runck (SST)
The purpose of this poster is to garner interest in inclusive teaching workshops provided to faculty throughout the academic year 2024-25. These workshops will include information regarding inclusive teaching techniques for various populations with different learning styles. Workshops will be virtual once a month and can be done synchronously or asynchronously with reflective exercises to follow. Faculty who complete the eight workshop reflective exercises will earn an inclusive teaching badge. The poster will include a QR code to an electronic survey for faculty to express interest in specific topics.
Online Poster Presentation Session 4 (2:30 p.m. – 2:45 p.m.)
* School of Education TQP Residency Program
Madelyn Schroeder (School of Education)
The Teacher Quality Partnership (TQP) grant carries out an effective pre-baccalaureate teacher preparation program that includes a year-long clinical fellowship experience. Through a partnership between GGC, a minority-serving institution, and GCPS, we plan to increase the diversity of the educator pipeline leading from GGC to GCPS in critical shortage areas including secondary math and science (6-12), special education (K-12) and elementary English Learners’ (ESOL-endorsed) teachers. Gwinnett will be Inspiring Future Teachers (GIFT) placing teacher candidates in one of 56 high-need schools across the large, suburban district.
Online Poster Presentation Session 5 (2:50 p.m. – 3:05 p.m.)
Teaching Online in Higher Education: Accreditation, Laws, and Best Practices
Samantha Mrstik and Rebecca Cooper (School of Education)
Did you know that there are regulations to guide online instruction? There are accreditation rules, and there is even legislation written about online instruction. Not to mention evidence-based practices for online courses. With all of these regulations, how can you be sure you are creating and instructing an online course that complies with the law and meets accreditation standards? The purpose of this presentation is to inform participants of the accreditation rules, law, and best practices for teaching online in higher education.
Online Poster Presentation Session 6 (3:10 p.m. – 3:25 p.m.)
A qualitative comparison of an open choice of homework platform by individual faculty versus a uniform platform for multiple mathematics sections
Boyko Gyurov, Rabia Shahbaz, and Priya Boindala (School of Science and Technology)
The faculty in the department of mathematics and statistics have pioneered many cost-effective and low-cost course adoptions across many general education courses. However, it lacked a focused approach regarding if, when, and how such efforts should be implemented. A pilot study has been conducted to implement faculty free choice of textbooks in a multi-section course on precalculus. The study focuses on students’ attitudes about affordability, accessibility and experience with faculty adoptions. Also, the narrative outlines administrative challenges and recommendations for future implementations in support of the faculty’s efforts to enhance student learning and the classroom experience for students.
Credits
To our attendees (both in-person and online): thank you for your support and for engaging with the research presented by your peers. Your participation, questions, and feedback contribute to the community of scholarly dialogue at GGC.
To all of our presenters: thank you for your participation, for your insightful research and engaging presentations, and for sharing your knowledge and sparking meaningful discussions. We appreciate your commitment to academic excellence.
Special thanks to the School of Science and Technology for your extensive participation, and particularly to the HHMI IE3 team for your sponsorship (m&mmms!) and support.
And finally, a heartfelt thank you to the CTE staff and faculty fellows who helped to put this event together; it would not have been possible to successfully juggle this many feral cats without your dedication and hard work.
Heritage Room Layout for Teaching & Learning Day 2024
