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Abstract: Equal opportunities for students to learn through group activities cannot be achieved by simply assigning group tasks. My research will show how structural disparities may hamper equal access to group learning. Group hierarchies can arise due to these social inequalities. However, I will tease some solutions for how hierarchies can be flattened. Using theory-driven interventions, equal opportunities for all students within task groups can be achieved.

Bio: Alison Bianchi grew up in the suburbs of Worcester, Massachusetts, and attended The University of Massachusetts, Amherst, majoring in computer engineering. Towards the end of her undergraduate career, she became interested in the social sciences. After working as a software engineer for 7 years, she went back to school to study human behavior when she found out that one could study both social science and mathematics concurrently. As she progressed through graduate school, she became fascinated by the study of group interactions, especially since she could model those encounters using mathematical techniques. Eventually, she graduated from Stanford University with a PhD in Sociology and a specialty in group processes. After a post-doc at Notre Dame, and her first appointment at Kent State University, she is now an associate professor of Sociology at The University of Iowa, where she is also Director of The Center for the Study of Group Processes. Her research can be found in Social Forces, Social Psychology Quarterly, Organization Science, Advances in Group Processes, as well as other publications.  Presently, she is funded by the National Science Foundation to examine how sentiment relations (involving liking and disliking of others) may influence one’s position within groups’ status hierarchies. During her time off, she likes to explore the world with her best friend/husband, to read non-work-related books, and to walk her beloved dog, Shevek. 

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Session type: Informational Session

Facilitators: Rosalyn Washington, PhD, Assistant Professor of Early Childhood Education Amin Alizadeh, PhD, Assistant Professor of Human Relations Administration

Abstract: Want to add to your toolkit of content and strategies? Utilizing guest speakers provides students access to diverse perspectives, adds nuance and variety, and demonstrates that learning and meaning making can be collaborative. Explore detailed methods for building your network, integrating student voice, and making the most of each speaker.

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Session type: Open Discussion

Facilitators: Eric Greska, Associate Professor of Kinesiology and Applied Physiology; Kevin R. Guidry, Associate Director of Educational Assessment in the Center for Teaching & Assessment of Learning

Abstract: In this session, members of the Faculty Senate Ad Hoc Committee on Student Evaluations of Teaching will provide an update on their work and share draft materials and plans for discussion and feedback. This will focus primarily on a definition of excellent teaching in a draft Teaching Quality Framework; this includes characteristics of excellent teaching and sources of evidence that excellent teaching is occurring. The sraft framework, other materials, and more information about the committee’s work can be found at https://sites.udel.edu/tqf/

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Session type: Informational Session

Facilitators: Jennie Maslow, MSCC, NCC – Student Wellness and Health Promotion, BHAN 155 Instructor

Abstract: Mental health concerns have been increasing in college students for years, disrupting their ability to succeed. This program will help you learn how you can be the best advocate for your students’ wellbeing and increase your comfort levels in addressing these challenges as a busy instructor.

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Session type: Hands-on workshop

Facilitators: Dr. Dana Veron, Associate Provost for Faculty Development & Director of the Climate Change Hub, Geography & Spatial Sciences | Dr. A.R. Siders, Director of the Climate Change Hub, Biden School of Public Policy and Administration

Abstract: Climate change affects our students in myriad ways. Students want structured spaces to learn and think about climate change. Workshop participants will gain concrete ideas, resources, and plans to incorporate climate change activities in any class, in ways that support student mental health without increasing climate anxiety.

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Session type: Open Discussion

Facilitators: Lindsay Hoffman – Associate Professor, Communications and Lauren Kelley – Instructional Designer, Academic Technology Services (ATS)

Abstract: Participants will discuss polling and survey methods in the classroom. Facilitators will demonstrate effective wording for polls to create interactive presentations for large undergraduate classes, particularly focused on helping students learn the nuances of research methods. Facilitators explore question types in alignment with survey instruments for useful social scientific research.

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Session type: Interactive/Gameified workshop

Facilitators: Lauren Genova – Chemistry and Biochemistry, University of Delaware; Saskia Richter – Kinesiology and Applied Physiology, University of Delaware; Katie Coscia – Mathematics and Science Education PhD Student, Middle Tennessee State University

Abstract: During this session, we will introduce participants to the Classroom Observation Protocol in Undergraduate STEM (COPUS) as a tool to characterize student and instructor behaviors in your active-learning classroom. We will share tips, tricks, and models for successful implementation in peer observations across disciplines as well as in education research. By the end of this session, participants will be able to: 1) Use COPUS to characterize how students and instructors are spending their time in the classroom, 2) Consider how to incorporate COPUS in peer observations for personal feedback or for promotion and tenure, and 3) Discuss how to incorporate COPUS in pedagogical collaborations and/or education research.

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Session type: Informational Session

Facilitators: Meghan McInnis-Domínguez and Steve Momorella

Abstract: Using AI in the classroom has captured the interest of universities around the world in both positive and negative ways. As the technology advances, professors will have to decide whether or not to engage with it or prohibit their students from using it. In two Hispanic Survey of Literature courses, ChatGPT was used as a potential source for the final paper. Students developed their own thesis and found sources using the MLA bibliography. They also put their thesis into ChatGPT to see whether or not it could be helpful in developing their paper. In class, they evaluated the ChatGPT paper to determine if it could be used as an additional source by investigating the bibliography and argument posed by the bot. This use of AI taught them the benefits and pitfalls of relying on it for their work in the Hispanic literary class. The lessons learned from their experiences could be useful to professors in many disciplines when considering whether or not to engage with AI, and more specifically, ChatGPT, in the classroom.

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Session type: Panel Discussion

Facilitators: Kami Silk, Rosenberg Professor and Chair, Department of Communication Lydia Timmins, Associate Professor, Department of Communication Tara L. Smith, Instructor, Department of Communication

Abstract: Join us for a dynamic panel discussion on student engagement and learning strategies! Discover successful techniques, including just-in-time-teaching with digital tools, a project-based learning template, and a team-based discussion board crossover. Panelists will walk you through these techniques, provide practical examples, and allow plenty o time for Q&A. You’ll also leave with easy-to-use resources you can try in your class next semester!

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Session type: Panel discussion

Moderator: Meg Grotti, Associate University Librarian for Learning, Engagement and Curriculum Support.

Panelists: Dr. Kent Messer, S. Hallock du Pont Professor of Applied Economics, Department of Applied Economics and Statistics Dr. Adam Davey, Professor, Department of Behavioral Health and Nutrition

Abstract: What do authors consider when determining how they wish to make their materials available? How does having free, perpetual access to learning materials change the way students learn? This panel session with UD faculty who have authored commercial textbooks and also have participated in the Open and Affordable Teaching Materials grant program will explore these questions and more.

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Session type: Open Discussion

Facilitators: Jennifer Trivedi – Assistant Professor, Department of Anthropology; Core Faculty Member, Disaster Research Center

Abstract: Teaching undergraduate students about the variety of note taking options that exist, as well as how to use those notes, are important transferable skills. However, it is also important to more widely discuss the process of how to approach teaching and assessing these skills and how they respond to this instruction.

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Session type: Informational Session

Facilitators: Jess Monahan, Center for Disabilities Studies; Wes Garton, Center for Disabilities Studies; Student from Spectrum Scholars (name TBD)

Abstract: Autistic students at UD are enrolled in a variety of majors and have unique needs. In this session, you will learn from research informed by autistic voice, hear from a current autistic undergraduate student, and discuss strategies or techniques one can easily embed in teaching to be more inclusive to all students.

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Session type: Informational Session

Facilitators: Dr. Chris Williams

Abstract: The University of Delaware has prioritized being a leader in Sustainability. The new Office of Sustainability is not only leading operational change but also encouraging a greater number of lecture, modules, courses and curricula that can integrate sustainability across all colleges. The talk will discuss UD’s new priorities as well as encourage opportunities and ideas for your course development.

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Session type: Panel Discussion

Facilitators: Tim Leefeldt,  Applications Programmer, College of Arts and Sciences; Dwight Higgin, Assistant Professor of Psychological & Brain Sciences, Associate in Arts Program; Robin Kucharczyk, Assistant Professor of Chemistry, Associate in Arts Program; Vickie Fedele, Associate Professor of English and Women & Gender Studies, Associate in Arts Program.

Abstract: Three faculty members from the Associate in Arts Program and one educational technology specialist will discuss the technology and techniques they used to bring in-person and remote students together into a synchronous hybrid classroom. Presenters will emphasize their attempts to engage all students and build community among them regardless of their modality.

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Session type: Hands-on workshop

Facilitators: Stephanie Raible, Business Administration; Andrew Jenks, Center for Teaching and Assessment of Learning

Abstract: This hands-on workshop is meant to revise a course r by asking yourself a series of simple reflection questions that could yield significant differences. During the session, we will co-work and play around with  some small changes and reflect on which combination(s) might yield a better course for both you and your students in a way that does not feel overwhelming.

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Session type: Open Discussion

Facilitators: Julie Karand, Department of Biomedical Engineering

Abstract: Have you noticed that many of our undergraduates, especially first-years, could use help with their study skills? technical writing? teamwork? In this session we will discuss my experience trying to incorporate activities on topics like metacognition and presentation skills into a first-year biomedical engineering course. Let’s discuss the tools our students need to succeed.

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Session type: Hands-on workshop

Facilitators: Rachel Coppola, PhD Director, Life Design & Career Integration & Sarah Dobe-Hund Assistant Director UD Career Center

Abstract: While learning your subject matter and navigating their academic career, students are simultaneously developing career-ready skills This is often more evident when a course is directly related to a student’s major and/or career goals. However, whether a course is directly related to a student’s career goals is not relevant to whether a course has value as a career development tool. In fact, helping to cultivate this realization in students could possibly result in increased engagement in the classroom and can foster an appreciation for lifelong learning. This workshop will demonstrate that it is not an either/or argument.

Objectives:

• To develop a broader understanding related to the connection between coursework and career readiness concepts (and be able to relay that understanding to students).
• To identify career readiness assignments and/or reflective activities for your course OR ways to make already integrated assignments and activities more explicit in their relevancy.

Location: Memorial Hall 110

Facilitators: Alison Bianchi

Abstract: Based on my research, I demonstrate 4 techniques for group learning within the college classroom: (1) the “hate groups” icebreaker; (2) assignment and then random assignment; (3) a group task with a group structure breaker; and (4) a group task for the well-trained.

Location: Memorial Hall 111

Facilitators: Adil Bentahar, Assistant Professor, English Language Institute; School of Education (joint appointment)

Abstract: More than 60% of students struggle with reading university-level academic texts, which raises questions about what faculty members can do to support students and address this challenge. During the session, the participants will work collaboratively to identify common challenges students face in UD classrooms when it comes to reading. Participants will engage with multiple approaches to addressing student reading needs, including the opportunity to practice using a reading instrument that highlights the types of cognitive strategies students engage in during reading. Finally, participants will work in groups with peers to analyze and propose changes to their own course syllabi using an approach introduced during the session intended to appropriately address student reading needs.

By the end of this session participants will be able to:

1. Identify students’ academic reading and writing needs in the college classroom.

2. Choose and apply effective strategies to better support student reading and writing

Location: Memorial Hall 123

Facilitators: Amanda Bullogh

Attendees in this session will achieve the following objectives:

• Understand the strengths and weaknesses of both traditional grading and specifications grading:
• Integrating opportunities to learn from mistakes: the token system
• How to better connect grades with student intrinsic motivation levels
• Consider the relevance of “basic understanding” (how and what) as opposed to “mastery” (why) in their classes
• Tiered grading vs. grading on a percentage basis
• Focusing on progress, not perfection
• Reflect on how the two different approaches can be leveraged in their classes to improve students’ learning and assessment
• Redesign the assessment for one of their courses to incorporate specifications grading

Location: Memorial Hall 109

Facilitators: Jessica Deshaies, Meg Grotti, Paige Morgan, Charissa Powell

Abstract:

Attendees will:

• learn the different affordable course material options available in the modern academic landscape and will articulate the strengths and weaknesses of each from an access and inclusion standpoint.
• describe examples of information privilege and its impact in course materials in order to select more representative course materials. 
• identify at least one open educational resource, open access publication, or library- licensed learning object that can add new viewpoints to their course.

Location: Memorial 108

Facilitators: Kevin R. Guidry, Center for Teaching & Assessment of Learning; Jevonia Harris, IT-Academic Technology Services; Pinar Kullu, Artificial Intelligence Center of Excellence; Kathy McCoy, Artificial Intelligence Center of Excellence; Meghan McInnis-Dominguez, Languages, Literatures & Cultures; Erin Sicuranza, IT-Academic Technology Services; Jennifer Trivedi, Anthropology; Beth Twomey, UD Library, Museums and Press

Abstract: This workshop will provide an overview of the technical side of AI tools, explain key concepts and jargon, and give practical examples of how AI tools can be used to improve teaching and learning in higher education. The target audience will be UD educators who are curious about the tools, but are not overly technical in background and expertise. Time will be allocated for participants to explore and plan for the incorporation of some of these tools in their own teaching.

Location: Memorial Hall 123

Session type: Open Discussion

Facilitators: Avron Abraham (Interim Vice Provost for Undergraduate Education), Julia Bayuk (Associate Professor of Marketing and Dean for Curriculum), Matthew Trevett-Smith (Director of the Center for Teaching & Assessment of Learning), Jennifer Saylor (Associate Dean for Faculty and Student Affairs, Associate Professor School of Nursing)

Abstract: Titled “The Equity/Excellence Imperative,” the Boyer 2030 Commission Report offers many insights into the challenges and opportunities facing research universities like UD which provide undergraduate education. It provides a blueprint for undergraduate education, highlighting a hands-on approach, emphasizing the role of student-centered resources like advising and career counseling, and suggesting that employers value “excellence” in general education. Among other topics, this open discussion session will ask participants the following questions: how do we define equity/excellence in undergraduate education at UD, who is responsible for ensuring it occurs, and how should we fairly assess it? How might we update existing practices, or welcome new ones, to keep up with trends in higher education and our ever-changing student population while developing more hands-on, high-impact opportunities for our students that challenge, prepare, and empower them? By attending this session, participants will have the opportunity to discuss some of these questions more broadly and as they pertain to UD’s promise to our undergraduate populations.

Location: Memorial Hall 111

Session type: Informational Session

Facilitators: Ju-A Hwang, Assistant Professor of the English Department

Abstract: For university students, synthesis writing skills are crucial in demonstrating their learning progress/outcomes. However, multilingual students might face additional challenges due to their diverse literacy backgrounds. Writing tasks involving their metacognitive reflection before/during/after composing synthesis writing can be helpful. This session will discuss concerns/strategies for enhancing their synthesis writing practice.

Location: Memorial Hall 110

Session type: Informational Session

Facilitators: Thomas Bridges (Assistant Professor of Economics), Kate Schwartz (Rising Senior at UD, Student Director of Peer Tutoring)

Abstract: Learn how to create and implement a sustainable program that provides course-specific academic support to students in your department. The presenters will share their experience of developing a peer-tutoring program, participants will consider how to adapt such a program to their specific setting, and the session will conclude with a large-group discussion to assemble participants’ ideas.

Location: Memorial Hall 109

Session type: Hands-on workshop

Facilitators: AdeBanjo Oriade, Department of Physics and Astronomy; Laura Francisco, Interdisciplinary Science Learning Laboratories.

Abstract: This is a hands-on and brains-on session. It is inspired by Sokoloff and Thornton’s* interactive lecture demonstrations using real-time data for active learning. You will have the opportunity to make predictions, propose a hypothesis, collect data and then discuss any surprises you encountered. Surprise can be a gauge for engagement in the science classroom. *The Physics Teacher 35, 340 (1997); https://doi.org/10.1119/1.2344715 Published Online: 04 June 1998

Location: Memorial Hall 123

Session type: Open Discussion

Facilitators: Mandi Bullough, Associate Professor of Management & Global Leadership, Lerner College of Business and Economics

Abstract: Hybrid teaching can be loosely defined as 50/50 course delivery, in-class time to asynchronous time, although others may do a variation of this split. It is a flexible, innovative, and inclusive course delivery format that offers a myriad of benefits for students and the institution (e.g. caters to all learning styles, maximizes scarce classroom space, limits fuel emissions and traffic and parking challenges) and fits well in a computer-based post-pandemic world of teaching and learning. In this session, Mandi will briefly share how she teaches in a hybrid format, including a scroll through one of her Canvas courses. Then, SIT participants will engage in an open dialogue of sharing and learning. The goal of this effort is for everyone to walk away with an understanding of viewpoints and practices from across the university.

Location: Memorial Hall 110

Session type: Hands-on workshop

Facilitators: Laura Morris and Kristen Chandler– UD Lab School- Department of Human Development and Family Sciences

Abstract: By nearly every metric, student mental health is worsening. But what can we do? Research has found that college students may find significant benefits in practicing mindfulness. Our experiences support this finding. In this interactive workshop, we will explore how embedding mindfulness practices into our teaching, can be used to reduce stress, reactivity and anxiety and increase focus and self-control for students and teachers.

Location: Memorial Hall 109

Session type: Hands-on Workshops

Facilitators: Jennifer Follett, Writing Center Director and Asst. Professor of English

Abstract: So you were feeling good about a writing project you assigned your students. They turned it in and …YIKES! What went wrong? Participants will bring a writing assignment they want to revise, discuss elements of assignment design (Wiggins & McTighe, Bean), rethink their approach, and offer feedback on each others’ assignments.

Location: Memorial Hall 111

Session type: Interactive/Gameified workshop

Facilitators: Adrienne Shearer and Kali Kniel, UD Dept. Animal and Food Sciences

Abstract: This session will feature a gamified One Health interactive investigation in which foodborne illness outbreak data are presented as visual and hands-on clues, and successful interpretation of data by collaborative student groups generates numerical codes to unlock combination locks. Educational design and published student (n=319) survey and learning data will be featured for session participants’ process adaptation.

Location: Memorial Hall 110

Session type: Open Discussion

Facilitators: Kate Riera, Ph.D. Assistant Professor, Human Development and Family Sciences Department Rebecca Wilson, MSW, LCSW, Human Services Program Coordinator, Human Development and Family Sciences Department

Abstract: This session will discuss how reflective practices, assignments, and activities can be built into the classroom experience and course plan to help facilitate higher levels of student engagement, critical thinking, and active learning. Participants can expect to come away with specific examples to improve their teaching practices through their reflective learning and teaching.

Location: Memorial Hall 123

Session type: Informational Session

Facilitators: Kaitlyn Tanis, History and Social Sciences Librarian

Abstract: Have you wanted to use primary sources in your course, but don’t know where to begin? This session will cover how to locate primary sources at UD, how to have students engage with firsthand accounts in a productive and engaging way, and how you might be able to work with the librarians and archivists at UD to help support you, your course, and students.

Location: Memorial Hall 109

Session type: Hands-on Workshop

Facilitators: Scott Abbott, Assistant Director of the Delaware Center for Civics Education at the Institute for Public Administration in the Joseph Biden School of Public Policy and Administration

Abstract: Experience the Paideia seminar method firsthand and transform your classroom. Join our engaging dialogue about a text, guided by open-ended questions, and leave with practical tools to implement this dynamic teaching approach. If you’re a fan of Socratic seminars, you won’t want to miss this opportunity to elevate your teaching.

Location: Memorial Hall 111

Session type: Panel Disussion

Facilitators: Erin Sparks, Department of Plant and Soil Sciences, Computational Biology, Bioinformatics and Biomedical Data Science T32 Training Grant Ryan Zurakowski, Department of Biomedical Engineering, Computational Biology, Bioinformatics and Biomedical Data Science T32 Training Grant Catherine Grimes, Department of Chemistry and Biochemistry, Department of Biological Sciences, Chemistry and Biology Interface T32 Training Grant Lauren Genova, Department of Chemistry and Biochemistry, Chemistry and Biology Interface T32 Training Grant Darcy Reisman, Department of Physical Therapy DPT-PhD T32 Training Grant

Abstract: Interdisciplinary graduate training programs provide the unique opportunity to train the next generation of leaders at scientific interfaces. Critical to their success as future leaders includes training for non-subject matter professional skills (e.g. scientific communication, writing, speaking, mentoring). After participating in this interactive panel, participants will be able to: 1) identify existing courses at UD for teaching professional skills in STEM and 2) create a plan for unifying efforts of teaching professional skills across campus.

To encourage open dialogue between participants and presenters, we will not record sessions. If unusual circumstances require us to record a session, we will prominently note that (a) here in the program and (b) before and during the session(s).

The URL for each Zoom session will be available in the program on the SIT website. For each session, click on the title or the “plus” sign on the far right to view the Zoom URL, session type, facilitators, and description. Participants will need to sign in to the Zoom application using their UD credentials to access the session.

SIT is open to all educators at UD including faculty, staff, and graduate students.