2024 Innovations in Teaching and Learning Conference: Full Schedule

George Mason University faculty and staff to present their teaching-focused research at the 16th annual ITL Conference

9:30am EDT

Welcome

Thursday September 19, 2024 9:30am - 9:50am EDT

Via Zoom

Thursday September 19, 2024 9:30am - 9:50am EDT
Via Zoom

10:00am EDT

Dynamic Classroom Activities for Engaged Learning Experiences

Thursday September 19, 2024 10:00am - 10:50am EDT

Via Zoom

Dynamic Classroom Activities for Engaged Learning Experiences
Teaching Talks include:

"Figure Facts": An Activity to Help Students' Understanding of Primary Literature - Jennifer Brielmaier -Learning to interpret data from primary research articles is essential for understanding and critically evaluating scientific literature. Undergraduates usually have little experience interpreting figures from research articles. This can hinder their understanding of the research and lead to frustration. This session will describe the use of an activity called Figure Facts, originally developed by Round and Campbell (2013), to enhance students' understanding of research articles. The Figure Facts template requires students to carefully examine each figure in the primary research article that has been assigned for discussion in the next class meeting. This session will explain how Figure Facts has been implemented in an upper-level, writing-intensive neuroscience seminar course in which primary research articles were assigned for reading and discussion. Changes in students' assignment scores over the semester, their attitudes toward Figure Facts, and their self-reported feelings of competency in interpreting data will also be discussed. This session will be beneficial to faculty and graduate student instructors of courses that require students to read and/or write about scientific research.
Bringing Key Decision Makers into the Classroom - Lynette Leonard - This presentation will share a strategy to enrich a class assignment by engaging key decision makers from campus. The strategy can be a good place to start for faculty interested in increasing engagement in their classroom especially those courses that fulfill a general education requirement. We will describe how faculty at Mason Korea engage the campus leadership and staff in the final presentations for the COMM 101 courses. In addition to providing specifics on the process of identifying key decision makers and scheduling, we will detail the external outcomes and reactions from students, faculty, and leadership/staff. This presentation will benefit instructors wanting to enhance the learning opportunities in their course, but may be constrained by resources, experience, or curriculum. From attending this presentation, participants will learn how providing opportunities to make class assignments feel more “real” can improve student performance and motivation as well as result in tangible external outcomes.
From Curiosity to Inquiry: “This is about Skyrim?” - Seth Hudson - This talk outlines an approach to undergraduate scholarship and research instruction; designed and delivered collaboratively with Computer Game Design faculty and a subject librarian; and piloted in two semesters in 2023 and 2024 in a Game Studies special topics course. Students begin with a basic question about a well-known video game: “What do scholars talk about when they talk about Skyrim (Bethesda Softworks, 2011)?” Designed as an intentional contrast to the typical research question-to-thesis setup, this activity helps students to become more comfortable and resourceful with library search tools and academic literature while opening their eyes to the broad possibilities of scholarship. Instructors looking to re-energize students steeped in the perceived academic tradition of “X number of peer-reviewed sources” and get a sense of their struggles with literature search will find this approach useful. Given the focus on digital, real-time collaboration, it is also well-suited to delivery in a synchronous online course.

Speakers

Lynnette Leonard

Thursday September 19, 2024 10:00am - 10:50am EDT
Via Zoom

Teaching Talks, Teaching Talks Session

10:00am EDT

Harnessing Technology to Ignite Student Engagement

Thursday September 19, 2024 10:00am - 10:50am EDT

Via Zoom

Harnessing Technology to Ignite Student Engagement
Featuring the following Teaching Talks:

Leveraging the Anatomage Table as a Dynamic Teaching Strategy - Andrea Landis, Bethany Cieslowski, Angelina Harman - This presentation will introduce the Anatomage Table, a cutting-edge educational tool that offers a highly interactive and immersive experience for teaching anatomy and health assessment. Its utilization in the School of Nursing provides high-resolution 3D visualizations of anatomical structures, allowing students to explore the human body in great detail. This visual approach enhances comprehension and retention compared to traditional 2D images. The Table can simulate various clinical scenarios, allowing undergraduate and graduate nurses to practice diagnostic reasoning and treatment planning in a risk-free environment. This prepares them for real-life clinical situations and improves their clinical reasoning skills. With a live virtual demonstration participants will be introduced to the function and usability of the Anatomage Table and learn how this interactive tool promotes active learning and engagement (case studies). This Table can be utilized outside of nursing, opening up possibilities for interdisciplinary collaboration and innovation.
Learning to Program with a “See, Learn, Do, Show” Approach - Gene Shuman - Creating good software (i.e. programming) is a skill that must be learned through repetition in its early stages. Only after the skill is developed can the student/novice programmer join a software development team, similar to a musician only joining a band or orchestra after their abilities are sufficient. The challenge is getting students to practice – to get the reps. Problems are (1) ensuring students are ready to perform the activity with the necessary information before starting, (2) incentivizing them to engage in the activity, and (3) evaluating their progress only after sufficient practice. “See, Learn, Do, Show” is a method of organizing a course so that instruction is given first (lecture) – the “See” part. Next, in “Learn”, the student is given practice problems to work with the support of a coach to help them solve the problem. “Do” involves the student solving an assigned problem on their own. Finally, “Show” is the evaluation step, conducted throughout the semester, in which students demonstrate mastery of the activity, usually by completing a quiz or exam. Instructors of first or second courses in computer programming plus other courses in which a specific individual skill is to be learned and demonstrated.
Prototype and vision of game-based mathematics curriculum - Jacob Enfield - This presentation will discuss PaizoMath, a suite of web-based games designed to promote learning of mathematics. PaizoMath is intended to change the negative feelings that so many kids have towards mathematics by challenging them in an engaging (fun) manner where stakes of failing are low and learners are encouraged to experiment in their learning. The platform currently consists of 6 games including Mental Math which focuses on math vocabulary and mental arithmetic; Pirate’s Life which focuses on number lines and coordinate planes; The Song of Cibola which focuses on solving linear equations; Zombie Line Defense which focuses on graphing points, linear equations, and linear inequalities. Beyond sharing the existing PaizoMath platform, a future vision for the platform will be described. Those interested in game-based learning, online learning, math education, or working with the VSGI to design and develop their own serious games may benefit from attending.

Speakers

Bethany Cieslowski

Thursday September 19, 2024 10:00am - 10:50am EDT
Via Zoom

Teaching Talks, Teaching Talks Session

10:00am EDT

Innovative Methods to Enhance Student Engagement

Thursday September 19, 2024 10:00am - 10:50am EDT

Via Zoom

Innovative Methods to Enhance Student Engagement
Teaching Talks include:

Incorporating Photovoice in Classroom Learning: An Undergraduate Psychopathology Course Example - Alison Hundertmark - This presentation will share evidence from an undergraduate Psychopathology course on practices for incorporating Photovoice methods into class activities and learning. Photovoice is a community-based participatory action research (PAR) method using photojournalism techniques. The purpose of this method is to promote involvement in research that is proactive and empowering for the participant while retaining the analytical powers of a formal inquiry (Wang & Burris, 1994). This presentation will include (1) the theoretical framing of Photovoice for students, (2) the materials and implementation procedures used for the lesson (presented in an interactive demonstration), and (3) feedback and examples from students’ work. Lessons incorporating Photovoice can be implemented with students who meet in person or virtually (synchronously or asynchronously). Furthermore, while Photovoice methodologies have gained wider use and applications primarily in educational and social sciences, Photovoice techniques are not limited to these domains nor courses in these departments.
Peer-Led Team Learning - Yanika Kowitlawakul, Amanda Brooks - This presentation aims to explore how structured peer-led team learning (PLTL) can enhance students’ engagement, academic performance, and leadership skills. The PLTL approach involves introducing structured PLTL to both teaching team members and students. It encompasses the development of case scenarios, problem-solving questions, questionnaires, reflection documents, and pre-post briefings for group leaders. To ensure equal opportunities, students are randomly assigned to groups of 5-6 students per group, and group leaders are collaboratively chosen within each group using a rotation system. All students will be introduced to PLTL during the first week, and group leaders will provide reflections on group activities after each session. By attending this presentation, participants will gain insights into implementing structured PLTL throughout a 15-week course. During the presentation, we will share our experiences regarding what has worked well and what hasn’t and students’ reflection results. In addition, the outcomes related to cultural competency, self-efficacy, stress levels, and overall satisfaction will be discussed.

Speakers

Yanika Kowitlawakul

Thursday September 19, 2024 10:00am - 10:50am EDT
Via Zoom

Teaching Talks, Teaching Talks Session

11:00am EDT

Implementing Inclusive Teaching Strategies for Diverse Learners

Thursday September 19, 2024 11:00am - 11:50am EDT

Via Zoom

Implementing Inclusive Teaching Strategies for Diverse Learners
Teaching Talks include:

Promoting Classroom Inclusion for Military Family Learners - Amy Page, Glynita Bell - Military-affiliated family members include spouses, children, and partners of military service members. This presentation will provide background information about students who are military-affiliated family members as well as the significance to George Mason University of promoting inclusion for this group. Presenters will discuss the unique strengths of these learners in the academic environment along with specific challenges faced by this community which necessitate tailored engagement and inclusion strategies. Presenters will offer strategies for facilitating classroom inclusion (including in-person and online courses) in the short-term as well as recommendations for promoting long-term professional development that address this community’s specific circumstances. Particular focus will be given to strengthening mentoring relationships, building social capital, promoting belonging, and enacting cultural responsiveness. Audience may include all faculty, University administrators, all classroom modalities, graduate and undergraduate.
How I manage deadline extensions to model and practice inclusiveness - Colleen Reynolds - The presenter will share a system that allows students to request extensions to assignment due dates. The solution prioritizes fairness by being transparent and open to all students. It prioritizes teacher sanity by using the LMS for documentation. The attendees who would be most likely to consider this approach are undergraduate instructors who assign and evaluate written assignments in any modality. Participants will take away a plan to either 1) help them manage their existing extension practices or 2) to make their courses more equitable by offering increased flexibility to students.
An Interactive Tool to Promote a Positive Class Atmosphere - Joyce Johnston - Five years of data collection have revealed that the quality students most crave from classmates is respect. Over and over, respondents to a civility survey revealed that they felt that almost any topic could be fruitfully discussed if only respect were present. The tool is a survey asking students to choose the three positive behaviors they most value from others from a list generated by previous classes. The survey creates a basis for the class to generate its own code of classroom civility. This activity is suitable for any position involving contact with student or adult groups; participants can be in grade 9 through adult. Besides norming groups towards positive interpersonal behaviors, the survey/discussion activity provides participants with a tool they can use in group participation in or outside of academia.

Speakers

Joyce Johnston

Adjunct Professor, George Mason University

Amy Page

Assistant Professor, Department of Social Work, College of Public Health

Dr. Amy Preston Page is Assistant Professor in the Department of Social Work. Page’s research interests are military spouses and families, behavioral health education, and children’s behavioral health. Page’s combination of practice and research experience provides her with... Read More →

Glynita Bell

Thursday September 19, 2024 11:00am - 11:50am EDT
Via Zoom

Teaching Talks, Teaching Talks Session

11:00am EDT

Integrating VR and Game Design for Transformative Learning

Thursday September 19, 2024 11:00am - 11:50am EDT

Via Zoom

Integrating VR and Game Design for Transformative Learning
Teaching Talks include:

Collaborating with the VSGI to develop a VR crime scene - Steven Burmeister, Jacob Enfield - This presentation will describe a virtual reality learning experience imagined by Steven Burmeister, Assistant Professor of the Forensics Science Department, and developed by students working with GMU’s Virginia Serious Game Institute (VSGI). A demo of the existing prototype will be shared and a vision of how the project will evolve and be used will be discussed. From attending this presentation, participants will see how VR can provide an immersive and highly interactive learning experience; develop an understanding of how faculty could utilize the VSGI as a production studio to progress their own game-based learning endeavors; and try out the immersive experience using the Meta Quest.
Solving the Mystery of How to Engage Learners - Sherif Abdelhamid - This presentation will discuss the implementation of a murder mystery game developed to promote learning of SQL (Structured Query Language). The project was funded by the 4VA grant as a collaboration between Virginia Military Institute where the game will soon be implemented and GMU’s Virginia Serious Game Institute (VSGI) where the game is currently being developed. The initiative underscores a novel approach to engaging undergraduate students in mastering SQL by integrating game-based learning within the curriculum. The study will be completed in time to share the results during the presentation, including student perceptions of the game and the impact it has on their performance on subsequent assignments. From attending this presentation, participants will learn how to engage students in the revision process, which can result in improved student performance. Those interested in game-based learning, online learning, data science, or working with the VSGI to design and develop their own serious games may benefit from attending.
Improving Game Programming Reading Comprehension with AI Generated Code - Nathaniel Hahn - This session will describe an approach to integrate AI generated code into a game programming course for the goal of improving code reading comprehension of students. While many programming courses focus on teaching students how to write code, when many students enter their careers they will spend more time reading code than writing code. Students without experience reading code may struggle early on in their careers, but it can be hard to provide opportunities for students to practice code reading comprehension. By using AI generated code, students can practice their code reading comprehension skills and prepare for when AI code generation tools become more mainstream in the industry. This talk's audience is educators in computer science, programming, and other tech-focused disciplines at the undergraduate level.

Speakers

Jacob Enfield

Sherif Abdelhamid

Steven Burmeister

Nathaniel Hahn

Thursday September 19, 2024 11:00am - 11:50am EDT
Via Zoom

Teaching Talks, Teaching Talks Session

12:00pm EDT

Cultivating Professional Growth for Faculty and Graduate Students

Thursday September 19, 2024 12:00pm - 12:50pm EDT

Via Zoom

Cultivating Professional Growth for Faculty and Graduate Students
Teaching Talks include:

Scaffolding intercultural development/civic engagement goals across Mason’s undergraduate international pathways - Mika Endo, Sharon Doetsch-Kidder, Mohamed Mohamed - This presentation will report on a Curriculum Improvement Grant-funded collaboration between faculty from INTO Mason, CHSS, and Mason Korea. The project aimed 1) To integrate and align civic engagement and antiracist and inclusive excellence (ARIE) learning goals throughout the Undergraduate Pathways curriculum and 2) To redesign key courses to ensure that they suit the linguistic and cultural needs of International Pathways students and direct entry international students at both Fairfax and Mason Korea campuses. This presentation will demonstrate how we developed anti-racist Learning Outcomes and integrated content on racism, equity, and inclusion as well as civic engagement in the undergraduate international pathways curriculum. We will share a curriculum map of revised Learning Outcomes along with sample assessments and discuss how we selected materials and designed activities tailored to the needs of international and multilingual students. Our redesigned courses help international pathway students engage in campus conversations around racism, equity, and inclusion, and civic life, and develop a sense of belonging to the Mason community. This presentation will benefit all ranks of instructors redesigning their curricula, course syllabi, and Learning Outcomes to meet the new Global Contexts or Just Societies requirements for Mason Core and any instructors teaching to diverse backgrounds of students in a multi-cultural environment.
Professional Development Programs For Graduate Teaching Assistants (GTAs) Across Three STEM Disciplines - Nishchal Thapa Magar - Graduate Teaching Assistants (GTAs) are often the lead instructors in recitations and undergraduate labs. Universities have adopted different strategies to prepare their GTAs for the course content, class management, and teaching methodologies needed to run an effective class. Some of these approaches include pre-semester workshops, academic year workshops, regular meetings with course coordinators, pedagogy courses, learning communities, and apprentice teaching. These different approaches have a range of goals from content knowledge to understanding research-based teaching methods, to practice in the classroom with feedback. In this talk, we present a framework for understanding the range of GTA professional development models and our approach to GTA training across three departments - Mathematics, Physics, and Computer Science (CS) - at George Mason University. The GTA professional development presented here evolved from local practices to meet the needs of a project that worked to embed more active and collaborative learning in large introductory courses.

Speakers

Sharon Doetsch-Kidder

Mika Endo

Mohamed Mohamed

Nishchal Thapa Magar

Thursday September 19, 2024 12:00pm - 12:50pm EDT
Via Zoom

Teaching Talks, Teaching Talks Session

12:00pm EDT

Expanding Horizons in Online Educational Environments

Thursday September 19, 2024 12:00pm - 12:50pm EDT

Via Zoom

Expanding Horizons in Online Educational Environments
Teaching Talks include:

Using Simulation to Promote Experiential Learning - Avinash Mainkar - To enhance real-life learning, I use an online simulation in my class. Students, in teams and in individual capacity, run an athletic footwear company in head-to-head competition against companies run by other class members. With more than 50 decisions in multiple functional areas, the simulation is complex. But it gives students a hands-on exposure to formulating and implementing a sustainable business strategy. By drawing on this experience, this proposal will describe in detail how I have used this simulation in my class. To make it useful to a wider community, the emphasis will be on the generic principles and processes rather than on the specific decisions in the simulation that I use.
Handout Hacks: Enhancing Student Engagement with UDL - Heidi Blackburn - To enhance student learning experiences, we must look to best practices for universal design for learning (UDL) and explore how to apply these strategies effectively in our teaching. This presentation aims to share a practical approach that elevates student engagement with presentation handouts by centering on UDL principles. This strategy focuses on seamlessly integrating UDL best practices into PowerPoint slides and handouts for use after class. By using UDL, we create learning materials that cater to students from diverse backgrounds, including English Language Learners (ELL), international students, those with learning disabilities, and neurodiverse learners. Traditional dense handouts and lengthy presentation slides—often posted on platforms like Blackboard—can overwhelm students, leading to missed information and diminished engagement. Instructors teaching courses with supplemental documents, including Microsoft Word handouts, PDFs, and PowerPoint slides, will find practical insights to enhance accessibility and engagement.
Transitioning from Respondus LockDown Browser to Honorlock - Avinash Mainkar - The aim of the upcoming ITL conference is to “highlight strategies for thriving in an ever-shifting educational landscape.” One shift for Mason faculty going forward, among others, will be the use of Honorlock instead of Respondus LockDown Browser. The Stearns Center has offered workshops to educate faculty about Honorlock. I attended one such workshop during 2023. In spite of being an experienced Respondus user, I struggled with the hands-on Honorlock activity. This proposal will show a side-by-side comparison of the steps required to implement Respondus and Honorlock. Because most Mason faculty are familiar with Respondus, the steps will be anchored in how we implemented Respondus in our prior courses. This could potentially make the transition to Honorlock more seamless and efficient. Honorlock need not be limited to asynchronous, online courses. It could be used in face-to-face courses as well.

Speakers

Avinash Mainkar

Heidi Blackburn

George Mason University

Thursday September 19, 2024 12:00pm - 12:50pm EDT
Via Zoom

Teaching Talks, Teaching Talks Session

12:00pm EDT

Navigating Curriculum Development for Impactful Learning

Thursday September 19, 2024 12:00pm - 12:50pm EDT

Via Zoom

Navigating Curriculum Development for Impactful Learning
Teaching Talks include:

Curriculum Mapping -- A Multi-Dimensional Approach - Steve Brown - This presentation will share how curriculum maps can be used for purposes beyond the traditional approach of meeting requirements of external accreditors. We currently experience a wide variety of formats used with little articulation what would be considered best practice. And, as most maps focus only on meeting accreditor requirements at a program level, they miss the opportunity to address other issues that individual instructors face at the course level. Well-constructed maps can serve as an excellent tool in improving connections between faculty members that leads to developing courses and instructors that have better connection to the curriculum as a whole. All faculty members, program administrators, and course design staff, in all programs will benefit from this session.
Promoting Diversity Across the Curriculum: The Carter School Experience - Leslie Dwyer - In 2023, the Carter School for Peace and Conflict Resolution began an initiative encouraging faculty to diversify the range of perspectives offered on their syllabi and to dialogue about how to engage with students with diverse backgrounds. The initiative included a baseline survey of select core course syllabi, a series of "Syllabus Jams" and "Pedagogy Jams" for faculty to collaborate; and workshops devoted to promoting more inclusive approaches to teaching peace and conflict resolution. This talk will discuss challenges and lessons learned from this initiative. Participants who will benefit from this talk include all teaching faculty interested in issues of diversity and inclusion, especially those working on curricular initiatives in their own units.
Infusing KEEN's Entrepreneurially Minded Learning (EML) at Mason - Girum Urgessa - The Kern Entrepreneurial Engineering Network (KEEN) is a nationwide partnership of undergraduate engineering and computing programs whose mission is “to graduate engineers with an entrepreneurial mindset so they can create personal, economic, and societal value through a lifetime of meaningful work.” George Mason University became a KEEN partner institution at the end of 2023. KEEN partner institutions amplify the teaching of technical engineering and computing skills by incorporating the 3Cs (curiosity, connections, and creating value) of an Entrepreneurial Mindset (EM). The mindset is considered to include “a set of attitudes, dispositions, habits, and behaviors that shape a unique approach to problem-solving, innovation, and value creation.” This presentation will cover how the College of Engineering (CEC) faculty at George Mason University are incorporating Entrepreneurially Minded Learning (EML) in the classroom and participating in nationwide KEEN faculty development workshops.

Speakers

Steve Brown

Leslie Dwyer

Girum Urgessa

Thursday September 19, 2024 12:00pm - 12:50pm EDT
Via Zoom

Teaching Talks, Teaching Talks Session

9:00am EDT

Light Breakfast & Opening Remarks

Friday September 20, 2024 9:00am - 9:50am EDT

Dewberry Hall

Friday September 20, 2024 9:00am - 9:50am EDT
Dewberry Hall

10:00am EDT

Developing Assignments that Foster Critical Literacies when Using Generative AI

Friday September 20, 2024 10:00am - 10:50am EDT

Johnson Center - Go to Registration Desk

Developing Assignments that Foster Critical Literacies when Using Generative AI

Two years after the explosion of interest and trepidation following the release of OpenAI's ChatGPT 3.5, faculty are still engaging in initial experiments and innovations. Student use of AI tools is increasing as well, and both students and faculty are wrestling with how to determine when it is appropriate to use these tools and how to use them effectively. AI tools can support student learning, but we have a responsibility as educators to ensure all students understand their uses and limitations. This session offers faculty models for considering when and how to use generative AI tools in their courses. Assignments can be applied in courses in any discipline; faculty teaching Mason Core writing intensive (WI) courses will likely find these approaches most useful.

Speakers

Douglas Eyman

Susan Lawrence

Sharon Doetsch-Kidder

Friday September 20, 2024 10:00am - 10:50am EDT
Johnson Center - Go to Registration Desk

Engaged Learning Track, Interactive Session

10:00am EDT

Community Based Learning: Challenges and Opportunities Panel

Friday September 20, 2024 10:00am - 10:50am EDT

Johnson Center - Go to Registration Desk

Community Based Learning: Challenges and Opportunities Panel

During this workshop we invite a panel of faculty, community partners, and CECiL team members to share their experience in designing, facilitating, and partnering on community based learning (CBL) courses! Topics discussed will include getting started with CBL, working with partners/working with Mason, learning outcome design, ethical considerations, and reflection. The CECiL team will also share resources the office can provide to facilitate CBL experiences at Mason and in the community. Any faculty or graduate students preparing to teach CBL in all modalities are invited to learn more about best practices and share experiences. Attendees will walk away equipped with new knowledge about CBL pedagogy, resources for getting started, and access to a network of peers interested in this teaching style.

Speakers

Kristen Wright

Shauna Rigaud

Cara Snider

Friday September 20, 2024 10:00am - 10:50am EDT
Johnson Center - Go to Registration Desk

Inclusive Teaching Track, Interactive Session

10:00am EDT

Weeklong Plan for Cultivating Classroom Respect

Friday September 20, 2024 10:00am - 10:50am EDT

Johnson Center - Go to Registration Desk

Weeklong Plan for Cultivating Classroom Respect

Five years of data collection revealed that the quality students most crave from classmates is respect. Over and over, respondents to a civility survey revealed that they felt that almost any topic could be fruitfully discussed if only respect were present. That led to development of a week-long curriculum that I use at the beginning of every semester. We begin with an open-ended blog posing questions about academic civility online or in person. The unit concludes with students forming their own code of classroom civility. The tool is a survey asking them to choose the three positive behaviors they most value from others from a list generated by previous classes. The results: students consistently report a safer classroom space where they feel valued and respected by others so they can focus on their learning and on exchanging valuable contributions with others. Suitable for all instructors working with students at any university level.

Speakers

Joyce Johnston

Adjunct Professor, George Mason University

Friday September 20, 2024 10:00am - 10:50am EDT
Johnson Center - Go to Registration Desk

Online and Technology-Enhanced Teaching Track, Interactive Session

10:00am EDT

Grading Conversations: Insights from the Grading Process Task Force

Friday September 20, 2024 10:00am - 10:50am EDT

Johnson Center - Go to Registration Desk

Grading Conversations: Insights from the Grading Process Task Force

Beginning in the Fall of 2023, the Grading Process Task Force (GPTF) began the two-year undertaking of assessing the advantages and disadvantages of the A+ to F grading scheme at Mason. The task force has analyzed quantitative data on Mason grades from 2017-2023, revealing some interesting variations in grade distributions and averages among colleges, including a temporary increase in grades during the COVID-19 pandemic. The task force recognized the need to contextualize the quantitative data with qualitative insights from faculty regarding how faculty utilize the current grading scales, their perspectives on the COVID-19 alternative grading policies, and their views on potential alternatives for our grading scheme. These efforts will shed light on student experiences with grading, the impact of grades on academic and professional pursuits, and potential disparities in grading across demographic groups. Instructional faculty at all levels and appointment type, administrative and professional faculty, as well as academic advisors will find this session useful and have their voices welcomed.

Speakers

Seth Hudson

Friday September 20, 2024 10:00am - 10:50am EDT
Johnson Center - Go to Registration Desk

Scholarship of Teaching and Learning (SOTL) Track, Interactive Session

11:00am EDT

What's New in Mason Core

Friday September 20, 2024 11:00am - 11:50am EDT

Johnson Center - Go to Registration Desk

What's New in Mason Core

Curricular initiative, audience is instructional faculty, program directors, and administrators.

Speakers

Laura Poms

Friday September 20, 2024 11:00am - 11:50am EDT
Johnson Center - Go to Registration Desk

Engaged Learning Track, Interactive Session

11:00am EDT

Ungrading: Challenges and Opportunities in Undergraduate Teaching

Friday September 20, 2024 11:00am - 11:50am EDT

Johnson Center - Go to Registration Desk

Ungrading: Challenges and Opportunities in Undergraduate Teaching

In Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), Susan Blum and Alfie Kohn outline some of concerns about letter grades. These concerns range from grades incentivizing cheating to grades detracting from meaningful learning, to grades discouraging creativity and risk-taking. Because Mason faculty are required to submit final grades (and sometimes midterm grades) for students and because ungrading is not common at Mason, implementing the strategy of ungrading can be daunting. In this interactive session, we explore how to effectively deploy ungrading in the undergraduate classroom. We will review why we decided to implement ungrading, the challenges we encountered/mistakes we made, and the benefits of ungrading for both students and faculty. This session would benefit any instructor who teaches undergraduate courses, especially those in the humanities and social sciences.

Speakers

Maoria J. Kirker

Lisa Gring-Pemble

Dr. Lisa Gring-Pemble, an associate professor at George Mason University, is a Phi Beta Kappa graduate of St. Olaf College. She received her M.A. and Ph.D. in Communication (Rhetoric) from the University of Maryland. Since joining George Mason University in 2000, she has pursued teaching... Read More →

Friday September 20, 2024 11:00am - 11:50am EDT
Johnson Center - Go to Registration Desk

Inclusive Teaching Track, Interactive Session

11:00am EDT

Using AR to Help Foster Belonging in Co-Curricular Spaces

Friday September 20, 2024 11:00am - 11:50am EDT

Johnson Center - Go to Registration Desk

Using AR to Help Foster Belonging in Co-Curricular Spaces

How can Augmented Reality (AR) be used to reduce stress and peak student interest? What is AR anyway, and how can it play a role in post-secondary education? Join us in this active learning session as we share our research project developing an AR campus tour for first-generation transfer students, and hear how students themselves helped guide the design. The session will provide an introduction to AR technology, such as the Blippar platform, and will discuss how AR can be utilized within teaching and learning. This session would benefit any instructor interested in learning more about AR technology in curricular and co-curricular spaces. Everyone will leave with a list of resources and an increased understanding about the potential of AR in education spaces.

Speakers

Erin Fay

Taylor Harris

Veronica Visser

Friday September 20, 2024 11:00am - 11:50am EDT
Johnson Center - Go to Registration Desk

Online and Technology-Enhanced Teaching Track, Interactive Session

11:00am EDT

Unveiling Pedagogical Insights Through SoTL: Conducting Classroom-Based Research Projects at Mason

Friday September 20, 2024 11:00am - 11:50am EDT

Johnson Center - Go to Registration Desk

Unveiling Pedagogical Insights Through SoTL: Conducting Classroom-Based Research Projects at Mason

Join us for an illuminating session where we delve into the world of classroom-based research projects aimed at enhancing teaching and learning experiences in higher education. This session will showcase innovative classroom-based research projects aimed at enhancing teaching and learning experiences in higher education. Drawing upon Scholarship of Teaching and Learning (SoTL), Discipline-Based Education Research (DBER), and practitioner inquiry/action research, presenters will share insights into research methodologies, experimental designs, and analyses used to investigate pedagogical practices and student learning outcomes. This session is relevant to both seasoned researchers and educators new to conducting classroom-based research.

Speakers

Breana Bayraktar

Friday September 20, 2024 11:00am - 11:50am EDT
Johnson Center - Go to Registration Desk

Scholarship of Teaching and Learning (SOTL) Track, Interactive Session

11:00am EDT

Technology Test Kitchen

Friday September 20, 2024 11:00am - 11:50am EDT

Johnson Center - Go to Registration Desk

Technology Test Kitchen

Friday September 20, 2024 11:00am - 11:50am EDT
Johnson Center - Go to Registration Desk

Technology Test Kitchen

12:00pm EDT

Lunch

Friday September 20, 2024 12:00pm - 12:50pm EDT

Dewberry Hall

Friday September 20, 2024 12:00pm - 12:50pm EDT
Dewberry Hall

Friday Welcome / Lunch / Reception

1:00pm EDT

Volts, Wires, and Waves: Charging Up, Building Connections, Breaking Through

Friday September 20, 2024 1:00pm - 1:50pm EDT

Johnson Center - Go to Registration Desk

Volts, Wires, and Waves: Charging Up, Building Connections, Breaking Through

This session describes the adventures of a group of faculty as they set out to incorporate inclusive pedagogical strategies aimed at providing all students with the foundational knowledge, critical thinking skills, and metacognitive awareness needed to succeed in Electrical and Computer Engineering. In spring 2024, the instructors for two foundational courses (ECE 101 and 201) implemented new structures for in-class exercises and formative assessment. To evaluate the effectiveness of these interventions, they administered the Metacognitive Awareness Inventory [Schraw/Dennison, 1994] at the beginning and the end of each course and used the Critical Incident Questionnaire [Brookfield, 1998] to understand student learning experiences. In this session, the panelists will share their successes, failures, inspirations, and frustrations and describe plans for continued improvements in ECE 101/201 and other foundational courses. The audience for this session is faculty who want to learn more about inclusive pedagogies, metacognition, and/or how to have a ton of fun teaching required entry-level courses.

Speakers

Jill Nelson

Cameron Nowzari

Kathleen Wage

College of Engineering and Computing, Electrical and Computer Engineering

Kathleen E. Wage is a Professor in the Electrical and Computer Engineering Department at George Mason University. Her research interests include signal and array processing, underwater acoustics, ocean acoustic tomography, and engineering education.

Friday September 20, 2024 1:00pm - 1:50pm EDT
Johnson Center - Go to Registration Desk

Engaged Learning Track, Interactive Session

1:00pm EDT

Collaborative Discussion Guides: Scaffolding Socialization and Learning Community Belonging

Friday September 20, 2024 1:00pm - 1:50pm EDT

Johnson Center - Go to Registration Desk

Collaborative Discussion Guides: Scaffolding Socialization and Learning Community Belonging

A successful foray into teaching the necessary skills of socialization to construct belonging into a learning community can be seen through the assignment of Collaborative Discussion Guides (CDG). CDGs provide students with a framework to engage their fellow classmates as they guide each other through deciphering and learning from a text. In this interactive session, instructors will try their hands at developing a Collaborative Discussion Guide, complete with a summary, guided reflection, large group discussion questions, and activity. This session will benefit undergraduate and graduate instructors of classes meeting regularly for five or more weeks in any academic discipline. While the greatest benefit is in face-to-face courses, implementing CDGs into hybrid (or with modification for synchronous or asynchronous online) modalities can also gain benefits.

Speakers

Amanda Bryan

After completing my PhD at the University of North Carolina in Greensboror, with a focus on postcolonial Caribbean cultural theory, I began teaching at George Mason University with the composition department. I mainly teach introductory composition, with a focus on invitational argumentation... Read More →

Elizabeth Duesterhoeft

Friday September 20, 2024 1:00pm - 1:50pm EDT
Johnson Center - Go to Registration Desk

Inclusive Teaching Track, Interactive Session

1:00pm EDT

Grading 100s of Exams (the Easy Way) with GradeScope

Friday September 20, 2024 1:00pm - 1:50pm EDT

Johnson Center - Go to Registration Desk

Grading 100s of Exams (the Easy Way) with GradeScope

GradeScope is a GMU approved tool for grading that provides an advanced interface, along with AI features, that makes grading hundreds of test, quizzes, or exams simpler, less error-prone, and faster. This sessions walks participants through: connecting a course to GradeScope, setting an the exam for grading, creating reusable rubrics, using the AI grading features, viewing grade results, and releasing/communicating grades to students. Time permitting, the session may introduce other assignment types in GradeScope, such as homework. While this session is directly specifically at instructors and teaching assistants with large classes, many of the features introduced are also useful for those grading smaller classes with regular smaller assignments over a semester.

Speakers

Raven Russell

Friday September 20, 2024 1:00pm - 1:50pm EDT
Johnson Center - Go to Registration Desk

Online and Technology-Enhanced Teaching Track, Interactive Session

1:00pm EDT

Technology Test Kitchen

Friday September 20, 2024 1:00pm - 1:50pm EDT

Johnson Center - Go to Registration Desk

Technology Test Kitchen

Friday September 20, 2024 1:00pm - 1:50pm EDT
Johnson Center - Go to Registration Desk

Technology Test Kitchen

1:00pm EDT

Popping the Bubble: Self-Study to Enhance Writing Intensive Courses

Friday September 20, 2024 1:00pm - 1:50pm EDT

Johnson Center - Go to Registration Desk

Popping the Bubble: Self-Study to Enhance Writing Intensive Courses

Are you an educator who feels like you are teaching alone in a “bubble”? Is it a struggle to find ways to meaningfully engage and collaborate with other higher education professionals? Are you struggling to find ways to increase student success through best instructional practices? Then join us in this session to learn all about the process of self-study! Self-study employs a collaborative and reflective approach to discuss ways to increase student engagement, ensure best practices are being implemented, and find new and innovative ideas to promote teaching excellence. At this session we will discuss the process of creating a self-study group, as well as the challenges and benefits of engaging in this research process. Target audience members include colleagues from any department who provide direct instruction to students at both the undergraduate and graduate levels, as well as in multiple formats including online, hybrid, and face to face models.

Speakers

Leslie La Croix

Samita Arora

Chelseann Christopher

Friday September 20, 2024 1:00pm - 1:50pm EDT
Johnson Center - Go to Registration Desk

Writing Track, Interactive Session

2:00pm EDT

Should Your Department Offer a Course on How to be a Successful Graduate Student?

Friday September 20, 2024 2:00pm - 2:50pm EDT

Johnson Center - Go to Registration Desk

Should Your Department Offer a Course on How to be a Successful Graduate Student?

Should your department offer a course on how to be a scientist and a successful graduate student? Although eager to participate, new graduate students may not yet know how to conduct scientific research, which includes the practical and logistical realities of working in a research lab and within an academic institution. Complicating this further, new graduate students also need to learn how to navigate the competing priorities and expectations of graduate student life, balancing coursework, teaching, outreach, and research while not losing sight of their own professional development to meet their goals. Students know that to become good researchers and contribute to the field during graduate school, it is essential that they quickly acquire and develop proficiencies in fundamental research skills and learn to navigate the demands of graduate school. But where might a new student learn fundamental research skills and how to be a successful graduate student? Although considered a fundamental component of graduate training, the process of teaching research and professional skills (and which ones) is not consistent across departments, research labs, or cohorts of students. We offer a course in the Bioengineering department to teach students fundamental research skills and how to be successful in graduate school. Audience includes educators of graduate students from across STEM.

Speakers

Samuel Acuna

Friday September 20, 2024 2:00pm - 2:50pm EDT
Johnson Center - Go to Registration Desk

Engaged Learning Track, Interactive Session

2:00pm EDT

The Practice of Full Spectrum Listening

Friday September 20, 2024 2:00pm - 2:50pm EDT

Johnson Center - Go to Registration Desk

The Practice of Full Spectrum Listening

This session will engage participants in an activity they can adapt for courses in most disciplines and to most learners. This session will demonstrate experientially how essential intentional listening can be to team-based inquiry and problem-solving. In the current polarized context, students, workers, and scholars of every stripe can benefit from a deliberate focus on how we comprehend, or disregard, other’s observations, values, and concerns in the public square, the workplace, and academia. The facilitators will guide the participants in Full Spectrum Listening, one of the dialogic practices promoted by Essential Partners (EP). EP designed the Reflective Structured Dialogue (RSD) process to work with diverse individuals dwelling and working within polarized communities to develop connections characterized by respect and dignity in the face of divergent/opposing ideas about tackling challenging and even wicked problems on a foundation of mutual dignity. The Full Spectrum Listening activity is a practice that cultivates a way of listening to others that engages us fully in considering with respect what others choose to tell us.

Speakers

Kimberly Jackson Davidson

Sarah Atif

Friday September 20, 2024 2:00pm - 2:50pm EDT
Johnson Center - Go to Registration Desk

Inclusive Teaching Track, Interactive Session

2:00pm EDT

How Can We Use AI as a Catalyst for Learning?

Friday September 20, 2024 2:00pm - 2:50pm EDT

Johnson Center - Go to Registration Desk

How Can We Use AI as a Catalyst for Learning?

This session is an opportunity for discussion and sharing of experiences with using AI in the classroom, oriented towards how instructors can engage students in understanding the use of AI in professional settings. We will begin with sharing examples of AI use in development, peace building, and conflict resolution projects and invite participants to share how they have seen AI used in other professional and disciplinary settings. We will share and invite others to share examples of classroom activities with students that begin to develop relevant skills and abilities for their post-graduation work. We will share good practices from other institutions that apply across disciplines as educators navigate the positive potential, as well as strong critiques regarding the use of AI. As the tools and contexts of AI use continue to evolve, we aim to provide an open space for learning and sharing about experiences at the crossroads of teaching, AI, and professional development.

Speakers

Mara Schoeny

Faria Rashid

Friday September 20, 2024 2:00pm - 2:50pm EDT
Johnson Center - Go to Registration Desk

Online and Technology-Enhanced Teaching Track, Interactive Session

2:00pm EDT

OTEA Panel: Transforming Our Online Teaching Strategies in New LMS

Friday September 20, 2024 2:00pm - 2:50pm EDT

Johnson Center - Go to Registration Desk

OTEA Panel: Transforming Our Online Teaching Strategies in New LMS

In our interactive session, a panel of past Online Teaching Excellence Award (OTEA) winners (2018-2024) will guide conversations about transforming online teaching strategies in order to leverage functions and tools in Mason’s new LMS, Canvas. We also will highlight the pivotal role of online instructors as leaders to successfully implement new educational technologies enhancing Mason students’ online learning experiences. Although focused on fully-online teaching, the practices and strategies shared by the panel are relevant to all instructors for teaching across all disciplines and delivery formats.

Speakers

Anna Evmenova

Dr. Evmenova is a professor of special education in the Division for Special Education and disAbility Research in College of Education and Human Development at George Mason University. Dr. Evmenova teaches master and doctoral courses in assistive technology, special education, and... Read More →

April Mattix-Foster

Darlene Smucny

Friday September 20, 2024 2:00pm - 2:50pm EDT
Johnson Center - Go to Registration Desk

Online and Technology-Enhanced Teaching Track, Interactive Session

3:00pm EDT

Reception

Friday September 20, 2024 3:00pm - 3:50pm EDT

Dewberry Hall

Friday September 20, 2024 3:00pm - 3:50pm EDT
Dewberry Hall

Friday Welcome / Lunch / Reception

2024 Innovations in Teaching and Learning Conference