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Panelists: Lindsay Hoffmann; Persephone Braham; Meghan McInnis Dominguez; Sheng Lu; Rachel Karchmer-Klein

Abstract: Learn what’s possible in teaching with Generative AI tools. UD faculty who have been experimenting with GenAI in their teaching and learning will share their ideas, use cases, and questions to consider as we collectively consider what is possible, what is ethical, and what we still don’t yet know. Through a series of short “lightning style” talks, attendees will be introduced to a variety of tools and teaching applications which will be followed by ample time for Q&A. This session serves as a kick-off for your further exploration of AI topics throughout SIT on both days. Virtual attendees are encouraged to join us in person for hands-on learning about featured tools and others during Day 2’s Sandbox Sessions.

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Session type: Informational Session

Facilitators: Teomara Rutherford, Associate Professor, School of Education; John Aromando, Instructor, Computer and Information Sciences

Abstract: In this session, faculty from the School of Education and Computer and Information Sciences describe their collaborative grant-writing process to submit a grant to study an instructional innovation in introductory computer science courses.

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Session type: Informational Session

Facilitators: Ju-A Hwang (Department of English); Lauren Wallis (First Year Experience and Student Success Librarian, Student Success and Curriculum Partnerships Department)

Abstract: Emerging student-writers face challenges navigating scholarly information, especially those with marginalized identities. Although instructors teach relevant concepts and reading/writing strategies, students are still confused about scholarly sources and appropriate ways to find/evaluate them. Applying academic literacy frameworks, presenters discuss practical pedagogical approaches supporting students’ entrance into the academic community.

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Session type: Informational Session

Facilitators: Michael Fernbacher, Assistant Director, Community Standards & Conflict Resolution, Division of Student Life

Abstract: This session will provide an overview of some of the leading generative artificial intelligence AI platforms. Faculty will learn how to appropriately define how AI can (or cannot) be used in a course. Faculty will learn of ways to identify and verify inappropriate use of AI and the range of options for how to resolve concerns of dishonesty.

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Session type: Hands-on workshop

Facilitators: Saskia Richter, PhD, ATC Assistant Professor Department of Kinesiology and Applied Physiology; Lauren Genova, PhD Assistant Professor Department of Chemistry and Biochemistry

Abstract: In this session, participants will learn the basic principles of Problem-Based Learning (PBL) and identify potential PBL activities for their classrooms. Originating in medical education, PBL provides a framework utilizing “real world” problems to learn new concepts.

Objectives: 1.) Define problem-based learning (PBL) 2.) Outline the benefits of PBL 3.) Identify at least one concept from your course that could be taught using PBL

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Session type: Informational Session

Facilitators: Kisha Porcher

Abstract: In this session, participants will get an opportunity to learn about the Delaware Black ELA Clinical Educator Network, and the importance of Black educators serving as clinical educators for preservice teachers. Participants will learn about racial literacy development for preservice teachers via mirror work with Black Delaware educators.

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Session type: Panel Discussion

Facilitators: Monica Frichtel, Assistant Professor, Department of Theatre and Dance; Kate Riera, Assistant Professor, Department of Human Development and Family Sciences; Lauren Genova, Assistant Professor, Department of Chemistry and Biochemistry; Meg Grotti, Associate University Librarian for Learning, Engagement, and Curriculum Support

Abstract: In this session, explore the journey of three faculty members from different disciplines who took a new approach to their teaching and course materials by working with the Library, Museum and Press’ Open and Affordable Teaching Materials Initiative. Presenters will share course context, how they approached the task, and student reactions to the change.

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Session type: Hands-on workshop

Facilitators: Katie Leech; Lauren Kelley

Abstract: Participants actively explore AI in education through hands-on activities. We open with a discussion on AI considerations and engage in a collaborative AI-assisted lesson to complete a discipline-related task. Participants reflect on AI bias and responsible AI implementation. Participants will leave equipped with strategies for using AI in lesson design.

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Session type: Hands-on workshop

Facilitators: Olivia Amzallag, PhD.

Abstract: This workshop aims to guide teachers to develop meaningful prompts, questions & tasks that will incite a deeper level of oral communication in the classroom. Utilizing the modalities provided by Bloom’s taxonomy, this workshop demonstrates how to control the level of speech in the classroom demonstrated through hands-on activities. This workshop provides opportunities to thoroughly understand how to frame oral communication tasks and develop questions that generate the type of language desired. Classroom activities are provided for immediate use and teachers will be given the opportunity to workshop individual lessons.

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Session type: Panel discussion

Facilitators: Rosalyn Washington, HDFS; Kate Riera, HDFS; Eric Layland, HDFS; Amin Alizadeh, HDFS; Sara Goldstein, HDFS

Abstract: Social transitions are stressful. Moving, starting new roles, and forming relationships multiply the stress. Social support can ameliorate this. We demonstrate how our diverse cohort of faculty supported each other during our first two years through collaboration, teacher resource sharing, and friendship. Our stories provide examples for others across campus.

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Session type: Informational Session

Facilitators: Hannah Kim, Department of History, Co-Coordinator Social Studies Education; Faith Muirhead, School Success Center, Director

Abstract: How well our students are transitioning from high school to college has changed since covid. We will focus on identifying the academic, social, and emotional skill needs of our incoming first-year students and brainstorm ways to help them meet the demands of being a successful college student.

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Session type: Informational Session

Facilitators: Kevin R. Guidry, Center for Teaching & Assessment of Learning; Meg Grotti, Associate University Librarian for Learning, Engagement, and Curriculum Support; Erin Sicuranza, IT-ATS Josh Wilson, School of Education

Abstract: The UD AI for Teaching and Learning Working Group was formed in 2023 to provide thoughtful guidance as the University creates and updates its policies and practices related to artificial intelligence in teaching and learning. During this session, members of the working group will share their work and solicit feedback.

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Session type: Hands-on workshop

Facilitators: Johann Ducharme, Assistant Professor & Horn Entrepreneurship

Abstract: The most successful teachers model the concepts they instruct (Bain, 2004). Professors are positioned well to model for students a love of learning, ideation, risk-taking, empathy, resilience in failure, and creative problem solving. Take empathy. Effective teachers have an acute awareness of how students’ prior experiences to college play an active role in influencing the (re)construction of students’ learning from new knowledge. This session will explore critical, creative ways effective faculty foster safety and empathy in engaging today’s undergraduates.

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Session type: Informational Session

Facilitators: Jennifer Follett; University Writing Center Director & Associate Professor of English

Abstract: Do you ever feel like you spend a lot of time giving students feedback on their writing, but you don’t see the results you hoped for? So frustrating!!! In this session, participants will learn about feedback strategies that are likely to prompt revision–with less work from you!

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Session type: Informational Session

Facilitators: Lynda Pagan Dellmyer, Associate Director; Cynthia Yurkovich, Assistant Director; Mie-Hawa Sumner, Accommodation Coordinator

Abstract: The Office of Disability Support Services (DSS) facilitates appropriate and reasonable accommodations to students with disabilities, psychological or medical conditions, and temporary injuries that hinder their access to the UD environment. This presentation will provide an overview of prevalent disabilities, common accommodations, and the interactive process for establishing disability-related supports. Participants will gain an understanding of how to create inclusive spaces and provide accommodations while maintaining rigorous course objectives. Join us to learn how DSS supports students and instructors in ensuring an accessible campus environment.

*Rooms 209 and 216 are not traditional classrooms with doors and desks and are instead moderately sized alcove spaces located towards the middle of the second floor with some seating and space to move around and learn about different AI tools. SIT Sandbox Sessions are built as a primer to your experience with different AI based technology tools. UD faculty and staff will be available to engage in informal peer-to-peer conversation around their use for teaching and learning across UD. The presentation of these tools is not an endorsement of them. Please note some of the tools and platforms require paid subscriptions and/or agreements to share data. Since many of the tools are not university sanctioned, we cannot offer training or ongoing support through university services. However, there will be guidance documentation with resources available that can be utilized during your continued exploration with the different tools.

Track: Student Mental Health and Wellbeing

Location: Room 410

Session type: Informational Session

Facilitators: Kate Riera, Assistant Professor, Dept. of Human Development and Family Sciences; Rebecca Wilson, Human Services Program Coordinator, Dept. of Human development and Family Sciences

Abstract: This presentation discusses the incorporation of mental health education and awareness into relevant undergraduate curricula. This presentation will emphasize the importance of understanding and addressing the prevailing trends of undergraduate students’ mental health needs outside of the classroom, while also allowing time for reflection and exploration of mental health literacy within the classroom.

Track: Connecting with our students

Location: Room 222

Session type: Open Discussion

Facilitators: Elizabeth C. Sargent, School of Marine Science and Policy; Dael A. Norwood, History Department

Abstract: In this interdisciplinary session, we will explore the creation and implementation of CUREs at UD. Comparing experiences in Biology and History, and with examples from other disciplines, we will discuss best practices for designing courses featuring an active, “authentic research” pedagogy, and realistically assess its benefits – and costs – for students and faculty.

Track: Talking about Talking

Location: Room 215

Session type: Teaching Showcase

Facilitators: Brandon Jackson

Abstract: Learn how the art of effective questioning is integral to both the profession of teaching and the art of stand-up comedy. Brandon Jackson, who is both an ESL instructor and a former stand-up comedian, will demonstrate how the right questions can be used to engage audiences and stimulate learning.

Track: Back to Basics

Location: Room 110

Session type: Hands-on workshop

Facilitators: Dan Young; Banjo Oriade; Véronique Petit (Dept. of Physics & Astronomy)

Abstract: Would you like a direct measure of your students’ understanding and move away from your syllabus looking like a textbook’s table of content? Come and learn how to develop a set of actionable learning goals for your courses, and marvel at how it will align class activities and learning assessments.

Track: Student Mental Health and Wellbeing

Location: Room 410

Session type: Informational Session

Facilitators: Jess Monahan, Center for Disabilities Studies

Abstract: Understanding mental health through a neurodiversity paradigm is crucial as a foundational approach to supporting neurodivergent college students in a holistic, non-pathologizing manner. This talk aims to explore the neurodiversity paradigm, emphasizing strategies for faculty to foster the mental well-being of neurodivergent students both inside and outside the classroom.

Track: Connecting with our Students

Location: Room 222

Session type: Open Discussion

Facilitators: Jane Case, Assistant Professor and SNF Ithaca Affiliated Faculty member, Biden School of Public Policy and Administration

Abstract: Facilitators will engage faculty attendees in discussion regarding the art and science of incorporating undergraduate teaching assistants (UTAs) in the college classroom. Emphasis will be placed upon planning the UTA experience, enriching enrolled-student learning outcomes, and bridging the always-growing faculty/student generational gap.

Track: Talking about Talking

Location: Room 215

Session type: Hands-on Workshop

Facilitators: D. Chanele Moore, Associate in Arts, Sociology

Abstract: This session describes how restorative practices, specifically circle dialogues, can create a more engaging learning space for students and teachers. Participants will learn basic tools for leading a discussion circle in their classroom.

Track: Back to Basics

Location: Room 110

Session type: Hands-on workshop

Facilitators: Adil Bentahar, Ph.D. Associate Professor, English Language Institute with joint appointment with the School of Education

Abstract: This workshop will help the participants develop a deeper understanding of the importance of explicit and scaffolded reading instruction in content and language college courses. They will engage in reading-to-critique and reading-to-synthesize activities to bolster their teaching experience.

Track: Student Mental Health and Wellbeing

Location: Room 410

Session type: Informational Session

Facilitators: Mark Serva

Abstract: The Job Demands & Resources is a framework that explains employee performance as well as employee mental health. Our study applied this established framework to the university classroom. We confirmed that resources (teacher support and development opportunities) as well as demands (time pressure and challenging tasks) were indeed related to student cognitive processes (exhaustion and efficacy), which were in turn related to mental health. After the study, we explore an additional exploratory variable—phone use and phone addiction. At the end of the spring semester, we collected data on students’ actual weekly use, as well as their responses to a phone addiction scale. At SIT, we will present our findings, as well as recommendations for alleviating student stress.

Track: Connecting with our Students

Location: Room 222

Session type: Informational Session

Facilitators: Jeannette Schollaert, Project Manager, Poetry as Activism, University of Delaware Library, Museums and Press

Abstract: The session will explore the materials digitized for the Poetry as Activism Project and how these might be used in the classroom. Participants will walk away with an understanding of the Poetry as Activism Project resources, specific information about digitized archival materials that speak to twentieth-century American poetry and activism, and ideas about how these materials can be used in interdisciplinary classroom contexts.

Track: Talking about Talking

Location: Room 215

Session type: Structured Discussion

Facilitators: Steve Goodwin

Abstract: Learning can be very challenging for many students when everything is perfect for the student. However, we know many of our students come to school facing many outside challenges. Having a safe, happy, and nurturing space can have a profound influence on the students’ learning, social skills, and success. This session will focus on how to create a positive environment as well as several in-class activities that can improve student outcomes.

Track: Back to Basics

Location: Room 110

Session type: Informational Session/Open Discussion

Facilitators: Todd Taylor, Professor of English, University of North Carolina at Chapel Hill and Pedagogical Evangelist at Adobe

Abstract: This presentation explores the integration of AI Technologies for all students, across the entire curriculum, and at all levels beginning in the general education curriculum, especially first-year writing and experience courses.  We will discuss the best pedagogies and technologies for creating teachable moments to prepare students for a world in which AI will be increasingly embedded in word processors, search engines, and media editing applications.

Track: Student Mental Health and Wellbeing

Location: Room 410

Session type: Informational Session

Facilitators: Rebecca Jewell; Jess Monahan, Center for Disabilities Studies

Abstract: While students with learning disabilities (LD) across the US are attending college at similar rates to their neurotypical peers, they demonstrate lower degree completion rates than their neurotypical peers and often do not receive the resources and supports they need to be successful. You will hear about a recent survey conducted by the Center for Disabilities Studies to gain insight into the experiences of UD students with LD and discuss how the survey findings can inform your approach to supporting all students.

Track: Connecting with our Students

Location: Room 222

Session type: Panel Discussion

Facilitators: Lori Birrell, Director of Special Collections and Museums; additional panelists will include staff from Special Collections and Museums, as well as faculty partners.

Abstract: How can art, mineral specimens, archives, or rare books enhance your class? Excite your students with “the real things,” endlessly fascinating items from the Special Collections and Museums at UD. Join librarians, curators, and faculty panelists to brainstorm and learn from one another about successes and challenges with integrating unique objects into the curriculum. Come explore ideas with us!

Track: Talking about Talking

Location: Room 215

Session type: Interactive Workshop

Facilitators: Ju-A Hwang, Department of English

Abstract: Pedagogical approaches are greatly influenced by instructors’ ongoing interaction with the dominant student population in dominant disciplinary discourses. However, multilingual students’ diverse backgrounds often deviate from such populations and discourses. Thus, this workshop aims to broaden instructors’ perspectives on multilingual students and discuss more inclusive pedagogical approaches.

Track: Back to Basics

Location: Room 110

Session type: Informational Session

Facilitators: Mark Serva, Lerner; Beth Cartwright, IT-ATS

Abstract: Canvas has recently introduced new features that greatly expand its capabilities, including new question types and iterative testing. One of the facilitators introduced these features while teaching in China, and can convey their effectiveness from his experiences

Location: Room 410

Session type: Group Discussion

Abstract: Birds of a Feather sessions are informal opportunities to gather and discuss a common topic in a loosely structure format. These sessions are organized by broad disciplinary portfolio and attendees are encouraged to select the portfolio that they feel best represents their teaching. Each session will be convened by a member of the SIT planning committee who will provide some broad structuring questions and help collect questions and ideas for future programming.

Location: Room 222

Session type: Group Discussion

Abstract: Birds of a Feather sessions are informal opportunities to gather and discuss a common topic in a loosely structure format. These sessions are organized by broad disciplinary portfolio and attendees are encouraged to select the portfolio that they feel best represents their teaching. Each session will be convened by a member of the SIT planning committee who will provide some broad structuring questions and help collect questions and ideas for future programming.

Location: Room 215

Session type: Group Discussion

Abstract: Birds of a Feather sessions are informal opportunities to gather and discuss a common topic in a loosely structure format. These sessions are organized by broad disciplinary portfolio and attendees are encouraged to select the portfolio that they feel best represents their teaching. Each session will be convened by a member of the SIT planning committee who will provide some broad structuring questions and help collect questions and ideas for future programming.

You will receive an email confirmation if you registered! Please check your email and if you don’t have one, you need to register. Note: Session presenters/facilitators should also register for SIT.

Room 207 is a designated quiet room. This room will not have overhead lighting or electronics plugged in, and we will draw the shades to create a lower-light environment. Please be respectful of your colleagues who choose to use this space and do not speak loudly, or use devices without headphones.

Space 201 (the windowed space at the south end of the second floor) has been designated as a break zone. You can use this space to take care of some calls, or simply enjoy a quick view of the green space outside of the building. There are desks with partitions and plugs for charging your devices.

SIT Sandbox Sessions are built as a primer to your experience with different AI based technology tools. UD faculty and staff will be available to engage in informal peer-to-peer conversation around their use for teaching and learning across UD. The presentation of these tools is not an endorsement of them. Please note some of the tools and platforms require paid subscriptions and/or agreements to share data. Since many of the tools are not university sanctioned, we cannot offer training or ongoing support through university services. However, there will be guidance documentation with resources available that can be utilized during your continued exploration with the different tools.

These sessions are more informal, hands-on learning time. Participants are expected to bring an internet-enabled device (e.g. laptop or tablet) and walk through the use of individual tools and platforms alongside a faculty or staff facilitator. You are welcome to move between stations and sessions to make the most of your learning experience. Most session topics will be repeated throughout the day, so you’ll be able to attend several over the course of the event.

You are responsible for your own parking at SIT. You can find more information about parking at the University of Delaware here: https://sites.udel.edu/parking/

While not designed as a lactation space, there is an all-gender/accessible restroom on the second floor of ISLL.

Others: The following spaces on campus have been designated as Lactation Rooms: 346 Hullihen Hall, 128 Perkins Student Center, 214A McDowell Hall, 207E Morris Library, and The Tower at STAR, Room 354. All rooms operate in a first-come, first-serve manner and are available when the buildings are open. Room 128 Perkins Student Center is wheelchair/scooter accessible.

Birds of a Feather sessions are informal opportunities to gather and discuss a common topic in a loosely structured format. These sessions are organized broadly by disciplinary portfolio and attendees are encouraged to select the portfolio that they feel best represents their teaching. Each session will be convened by a member of the SIT planning committee who will provide some structuring questions and help collect questions and ideas for future programming.

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.

Letters of participation in SIT, for the purposes of documenting one’s teaching and learning professional development, will be available upon request. Please email Rose Muravchick (rosemur@udel.edu) or Charissa Powell (charissa@udel.edu)