Teaching & Learning Conference

TLC24

FRIDAY, AUGUST 23RD

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The 21st Annual SHSU Teaching & Learning Conference will be held on Friday, August 23rd, just before the fall semester begins. This year, our keynote speaker will be Josh Eyler, author of How Humans Learn: The Science and Stories behind Effective College Teaching (WVU, 2018) and Director of Faculty Development at the University of Mississippi.

Our Keynote Speaker for TLC24 is Dr. Josh Eyler!

Josh Eyler is Director of the Center for Excellence in Teaching & Learning and Director of the ThinkForward QEP at the University of Mississippi, where he is also faculty in the Department of Teacher Education. He previously worked on teaching and learning initiatives at Columbus State University, George Mason University, and Rice University. His research interests include the biological basis of learning, evidence-based pedagogy, and disability studies. Find out more about his book How Humans Learn, which is available to check out from the PACE library, on Goodreads. His forthcoming book, Failing Our Future: How Grades Harm Students, and What We Can Do about It is about grading and alternative assessment and is written for a wide-ranging audience that includes parents, educators, policy-makers, students, and anyone else who is interested in education and reform.

Josh is a frequent speaker at colleges and universities across the country on topics such as the science of learning and compassion in education, and he often consults with centers for teaching and learning on a range of issues related to programming and research. You can contact Josh at jreyler@olemiss.edu or at @joshua_r_eyler on X (formerly Twitter).

Please refer to our TLC program below for an overview of the conference and a welcome from our new director!

TLC Program

TLC24 Schedule

8:30-9:30 AM                                      Check-in/Light Breakfast

9:30-9:45 AM                                       Welcome and Overview

10:00-10:50 AM                                                          Session 1A

11:00-11:50 AM                                                          Session 1B

11:50-12:30 PM                                                                Lunch

12:30-1:45 PM                                                    Keynote/Lunch

2:00-2:45 PM                                                           Session 2A

3:00-3:50 PM                                                           Session 2B

4:00-4:30 PM                                                  Closing Remarks

See the below dropdowns for locations and descriptions of each session!

  • Session 1A

    10:00-10:50 AM

    "The Nested Mentoring Model & the Undergraduate Research Lab: Research experience for Real Life"

    Presenter(s): Danielle Rudes

    Location: LSC 241A

    Description: In this session we will discuss how to develop and use the nested mentoring model with a wide-range of students including undergraduate, master's and/or doctoral students within a self-created lab-like learning environment. The nested mentoring model teaches more advanced students how to mentor novice students (a skill often not taught in graduate school) and allows undergraduate students to work alongside a faculty/graduate student team conducting research of consequence. This presentation will guide participants through the nested mentoring model, the basics of an undergraduate research lab (particularly useful for disciplines typically without labs), and the many benefits to everyone involved, including the lead faculty mentor. The process is both possible and fun without funding, without formal space, and aligns nicely with honors contracts. It's also a useful tool for recruiting undergrads into graduate school and it's appropriate for all students regardless of research backgrounds, skills, and abilities.

    "Engaging Classroom Observation: A Brief Measure of Active Learning in the Classroom"

    Presenter(s): Ben Mitchell-Yellin, Chase Young, Kevin Randall

    Location: LSC 241B

    Description: Attendees will be introduced to an easy-to-use, reliable, and valid teaching observation tool for formative feedback developed by members of PACE in connection with the current QEP and based on best-practices from the scholarship on teaching and learning. In addition to learning about the tool and the recently published reliability and validity study study, attendees will have the opportunity to try it out in connection with some active learning techniques workshopped during the session. They will also learn how they may use the tool in their own classes, both face-to-face and online, to aide in their own professional development goals.

    Keynote Breakout Session

    Presenter(s): Josh Eyler

    Location: LSC 242

    Description: TBD

    "Engaging Students with Cases: An Introduction to Case Teaching"

    Presenter(s): Bina Ajay

    Location: LSC 230A

    Description: In this session, I will provide a brief overview of the case teaching method, its applicability across disciplines and teaching modes (in-person, online synchronous), and potential benefits. I will also discuss planning for a case discussion, motivating students to prepare for the case, the tactics needed to facilitate an effective discussion (including listening and responding), the challenges that could arise during the discussion, and the potential solutions to these challenges. This will be an interactive, discussion-based session.

    "Ethical Excellence as a Competitive Advantage: Strategies for Differentiating Your Classroom Culture"

    Presenter(s): Adannaa Alexander, Christine Cardinal, Keila Tyner

    Location: LSC 230B

    Description: In this dynamic 50-minute session tailored for educators at institutions of higher education within our region, we will delve into evidence-based strategies to effectively promote academic integrity and address the unique challenges faced in today's classrooms. To provide context and spark meaningful dialogue, attendees will view a thought-provoking filmed panel discussion in which students and faculty openly explore the complex landscape of academic integrity issues. Participants will then engage in collaborative group work, analyzing real-world case studies to identify key concerns and propose practical solutions. Each group will share their insights, allowing all attendees to benefit from the collective wisdom and diverse perspectives in the room. Participants will craft personalized action plans for implementing academic integrity best practices to give students a competitive advantage in the job market. This hands-on, peer-driven learning experience will equip educators with a portfolio of practical, actionable strategies that can be readily adapted to foster a culture of academic integrity within their specific courses.

  • Session 1B

    11:00-11:50 AM

    "Job Swap! Teaching Students to Teach Their Peers"

    Presenter(s): Judy Clemens-Smucker, Jake Portie

    Location: LSC 241A

    Description: Attendees of the “Teaching Students to Teach Their Peers” presentation will learn about the powerful advantages of peer instruction. This jigsaw activity teaches students how to take information and create a portion of a class-wide presentation, requiring each student group to become knowledgeable about one aspect of the day’s topic and share that knowledge with their peers. From increasing content retention to promoting critical thinking and reflection, this approach is a proven method in the active learning classroom. This activity increases participation, encourages shared knowledge, and turns students into teachers who explain a concept and participate in their peers’ learning. Workshop participants will see the advantages firsthand as they create their own mini presentations. This active learning tool is useful across disciplines because it can work for any topic, whether in the arts, the sciences, business, or any other field.

    "Effective and Ethical: Coaching Your Students on Responsible Use of Generative A.I."

    Presenter(s): Erin Owens

    Location: LSC 241B

    Description: Generative AI (GenAI) has rapidly become ubiquitous in higher education, the corporate workplace, and society at large. Our students will, presently or eventually, need to engage with this technology in various ways. As educators, we have an opportunity to help them build their AI literacy so they are prepared to use GenAI tools effectively but also ethically and to think critically about the advantages and serious concerns related to this evolving technology. This session will share some strategies for how we can coach our students in responsible use of GenAI, including ideas for experiential learning through assignments integrated into our course content and additional resources for your 21st century instructor toolbox.

    "Incorporating Problem Based Learning Into Your Courses"

    Presenter(s): Dan Puhl

    Location: LSC 242

    Description: Problem based learning uses flipped classroom concepts with “a problem, query, or puzzle that the learner wishes to solve” (Boud, D, 1985). A problem is presented for students to solve in very small, ad hoc groups. The key is that it must be relevant to the students’ interest. They navigate the problem solving process to reach a conclusion. Often, there’s no one correct answer. Reflection and consolidation at the end helps increase learning retention. Problems that are complex and unstructured work best. In-depth learning is the goal of PBL problems.

    "Let's Play a Game: Gamifying Research Methods with the Game Clue"

    Presenter(s): Wanda Leal, Elizabeth Hartsell, Jonathan Reid

    Location: LSC 230A

    Description: Research Methods is often perceived as a boring and difficult course by undergraduate students. However, gamification, which can be described as applying elements of game play to non-game situations, can be used to improve learning, increase class attendance, and increase class engagement, motivation, and satisfaction. In order to improve student outcomes for Research Methods, the faculty presenters created a semester long Research Methods Clue Game to integrate into this course. As in a traditional game of Clue, students try to solve a murder (or attempted murder) throughout the semester and receive clues that tie into the course material. This game is used throughout the semester to provide students a fun and engaging opportunity to practice their writing and critical thinking skills. The purpose of this session is to demonstrate how a semester long game can be integrated into a notoriously boring class to improve student learning outcomes.

    "It's HIP to do Academic Community Engagement"

    Presenter(s): Joyce McCauley, Lee Miller

    Location: LSC 230B

    Description: What is it that college graduates need to be ready for jobs in their chosen field? What more could we do to help with career readiness? The answer: More experiential learning! And what is the number one type of experiential learning at Sam Houston State University? The answer: Academic Community Engagement (ACE) courses! In this interactive workshop, we will discuss the power of our ACE courses to increase student success, particularly focusing on “essential skills” (teamwork, listening, critical thinking, etc.). In addition, ACE courses help build resumes through real-world application of knowledge and skills. Session participants will be provided an assessment instrument and will actively practice approaches to working with their students and community partners.

  • Lunch

    11:50-12:30 PM

    Location: LSC Orange Ballroom

  • Keynote/Lunch

    12:30-1:45 PM

    Presenter(s): Josh Eyler

    Location: LSC Orange Ballroom

  • Session 2A

    2:00-2:50 PM

    "The Nested Mentoring Model & the Undergraduate Research Lab: Research experience for Real Life"

    Presenter(s): Danielle Rudes

    Location: LSC 241A

    Description: In this session we will discuss how to develop and use the nested mentoring model with a wide-range of students including undergraduate, master's and/or doctoral students within a self-created lab-like learning environment. The nested mentoring model teaches more advanced students how to mentor novice students (a skill often not taught in graduate school) and allows undergraduate students to work alongside a faculty/graduate student team conducting research of consequence. This presentation will guide participants through the nested mentoring model, the basics of an undergraduate research lab (particularly useful for disciplines typically without labs), and the many benefits to everyone involved, including the lead faculty mentor. The process is both possible and fun without funding, without formal space, and aligns nicely with honors contracts. It's also a useful tool for recruiting undergrads into graduate school and it's appropriate for all students regardless of research backgrounds, skills, and abilities.

    "Engaging Classroom Observation: A Brief Measure of Active Learning in the Classroom"

    Presenter(s): Ben Mitchell-Yellin, Chase Young, Kevin Randall

    Location: LSC 241B

    Description: Attendees will be introduced to an easy-to-use, reliable, and valid teaching observation tool for formative feedback developed by members of PACE in connection with the current QEP and based on best-practices from the scholarship on teaching and learning. In addition to learning about the tool and the recently published reliability and validity study study, attendees will have the opportunity to try it out in connection with some active learning techniques workshopped during the session. They will also learn how they may use the tool in their own classes, both face-to-face and online, to aide in their own professional development goals.

    Keynote Breakout Session

    Presenter(s): Josh Eyler

    Location: LSC 242

    Description: TBD

    "Engaging Students with Cases: An Introduction to Case Teaching"

    Presenter(s): Bina Ajay

    Location: LSC 230A

    Description: In this session, I will provide a brief overview of the case teaching method, its applicability across disciplines and teaching modes (in-person, online synchronous), and potential benefits. I will also discuss planning for a case discussion, motivating students to prepare for the case, the tactics needed to facilitate an effective discussion (including listening and responding), the challenges that could arise during the discussion, and the potential solutions to these challenges. This will be an interactive, discussion-based session.

    "Ethical Excellence as a Competitive Advantage: Strategies for Differentiating Your Classroom Culture"

    Presenter(s): Adannaa Alexander, Christine Cardinal, Keila Tyner

    Location: LSC 230B

    Description: In this dynamic 50-minute session tailored for educators at institutions of higher education within our region, we will delve into evidence-based strategies to effectively promote academic integrity and address the unique challenges faced in today's classrooms. To provide context and spark meaningful dialogue, attendees will view a thought-provoking filmed panel discussion in which students and faculty openly explore the complex landscape of academic integrity issues. Participants will then engage in collaborative group work, analyzing real-world case studies to identify key concerns and propose practical solutions. Each group will share their insights, allowing all attendees to benefit from the collective wisdom and diverse perspectives in the room. Participants will craft personalized action plans for implementing academic integrity best practices to give students a competitive advantage in the job market. This hands-on, peer-driven learning experience will equip educators with a portfolio of practical, actionable strategies that can be readily adapted to foster a culture of academic integrity within their specific courses.

  • Session 2B

    3:00-3:50 PM

    "Job Swap! Teaching Students to Teach Their Peers"

    Presenter(s): Judy Clemens-Smucker, Jake Portie

    Location: LSC 241A

    Description: Attendees of the “Teaching Students to Teach Their Peers” presentation will learn about the powerful advantages of peer instruction. This jigsaw activity teaches students how to take information and create a portion of a class-wide presentation, requiring each student group to become knowledgeable about one aspect of the day’s topic and share that knowledge with their peers. From increasing content retention to promoting critical thinking and reflection, this approach is a proven method in the active learning classroom. This activity increases participation, encourages shared knowledge, and turns students into teachers who explain a concept and participate in their peers’ learning. Workshop participants will see the advantages firsthand as they create their own mini presentations. This active learning tool is useful across disciplines because it can work for any topic, whether in the arts, the sciences, business, or any other field.

    "Effective and Ethical: Coaching Your Students on Responsible Use of Generative A.I."

    Presenter(s): Erin Owens

    Location: LSC 241B

    Description: Generative AI (GenAI) has rapidly become ubiquitous in higher education, the corporate workplace, and society at large. Our students will, presently or eventually, need to engage with this technology in various ways. As educators, we have an opportunity to help them build their AI literacy so they are prepared to use GenAI tools effectively but also ethically and to think critically about the advantages and serious concerns related to this evolving technology. This session will share some strategies for how we can coach our students in responsible use of GenAI, including ideas for experiential learning through assignments integrated into our course content and additional resources for your 21st century instructor toolbox.

    "Incorporating Problem Based Learning Into Your Courses"

    Presenter(s): Dan Puhl

    Location: LSC 242

    Description: Problem based learning uses flipped classroom concepts with “a problem, query, or puzzle that the learner wishes to solve” (Boud, D, 1985). A problem is presented for students to solve in very small, ad hoc groups. The key is that it must be relevant to the students’ interest. They navigate the problem solving process to reach a conclusion. Often, there’s no one correct answer. Reflection and consolidation at the end helps increase learning retention. Problems that are complex and unstructured work best. In-depth learning is the goal of PBL problems.

    "Let's Play a Game: Gamifying Research Methods with the Game Clue"

    Presenter(s): Wanda Leal, Elizabeth Hartsell, Jonathan Reid

    Location: LSC 230A

    Description: Research Methods is often perceived as a boring and difficult course by undergraduate students. However, gamification, which can be described as applying elements of game play to non-game situations, can be used to improve learning, increase class attendance, and increase class engagement, motivation, and satisfaction. In order to improve student outcomes for Research Methods, the faculty presenters created a semester long Research Methods Clue Game to integrate into this course. As in a traditional game of Clue, students try to solve a murder (or attempted murder) throughout the semester and receive clues that tie into the course material. This game is used throughout the semester to provide students a fun and engaging opportunity to practice their writing and critical thinking skills. The purpose of this session is to demonstrate how a semester long game can be integrated into a notoriously boring class to improve student learning outcomes.

    "It's HIP to do Academic Community Engagement"

    Presenter(s): Joyce McCauley, Lee Miller

    Location: LSC 230B

    Description: What is it that college graduates need to be ready for jobs in their chosen field? What more could we do to help with career readiness? The answer: More experiential learning! And what is the number one type of experiential learning at Sam Houston State University? The answer: Academic Community Engagement (ACE) courses! In this interactive workshop, we will discuss the power of our ACE courses to increase student success, particularly focusing on “essential skills” (teamwork, listening, critical thinking, etc.). In addition, ACE courses help build resumes through real-world application of knowledge and skills. Session participants will be provided an assessment instrument and will actively practice approaches to working with their students and community partners.

  • Closing

    4:00-4:30 PM

    Closing Remarks

    Presenter(s): Josh Eyler

    Location: LSC Orange Ballroom

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