Full Schedule Presenters will share initiatives across a wide range of areas, including course level elements such as the assessment of critical thinking, assessing team-based learning, and assessment in a laboratory context. Other presenters will share new and ongoing initiatives occurring at the department and school levels. This is the full list of available presentations, presenters, and times with abstracts included. As space is limited, please register now. 8:30-9:00 Continental breakfast and poster session 9:00-9:15 Welcome and opening remarks, Dan Linzer 12:30-2:00 Keynote and Lunch, Larry Hedges 2:00-2:30 Closing Remarks, Jake Julia Concurrent Session 1 (9:20am-10:10am) Presentation A: Learning Through Dialogue, Lesley-Ann Brown-Henderson Room: Lake Room Abstract: Sustained Dialogue (SD) is a program that creates an opportunity for students to dialogue across difference. SD groups range from 8 – 15 students and meet weekly for 90 minutes for an entire quarter. Group discussions are facilitated by two SD moderators who have previously participated in SD groups and who have undergone the national moderator training. Using a cross-sectional design (quasi pre/post), two measures were used to collect quantitative data: the Socially Responsible Leadership Scale and the Sustained Dialogue Campus Network Post Survey. Qualitative data was captured through open-ended responses on the surveys and from four focus groups. Lesley-Ann Brown-Henderson, Ph.D. is the Executive Director of the Department of Campus Inclusion and Community. Lesley-Ann is responsible for overseeing and responding to bias incidents reported through the RespectNU website; supporting students who are recipients of bias incidents; working with staff, faculty and students to engage in ongoing dialogue centered on social justice, respect, and inclusion; developing cultural competence training for students; and collaborating with various departments across campus. Lesley-Ann also oversees the Department of Multicultural Student Affairs and the Center for Student Enrichment Services.
Presentation B: A Curriculum Reflecting National Standards and Students’ Self-Efficacy Belief in Second Language Education, Ihnhee Kim Room: Rock Room Abstract: Recently, effective curricular design that meets the goals outlined by the National Standards in Foreign Language Education has become a more pressing issue. This presentation introduces ideas on how language instructors incorporate the standards into the syllabus and assessment of the outcomes reflecting students’ perception and their needs in language learning. In sharing the results of implementing “Backward Design” and adapting “Self-Efficacy” in curriculum design, the presenter will discuss a better way to meet students’ learning needs as well as achieve the goals of the national standards. Ihnhee Kim, Ed.D. is an assistant professor of Korean at the department of Asian Languages and Cultures. Her specialties are bilingualism, second language education and curricular development. Presentation C: The Value of Active Learning, Candy Lee Room: Northwestern Room Abstract: Active learning is a popular term that connotes the higher order thinking skills articulated in Bloom's taxonomy and is manifested in a classroom environment promoting students becoming active in the learning process. Active learning showcases students doing work that engages them in the process of learning, synthesis and evaluation. The presentation has some examples of current active learning activities that students produced to show that the learning objectives were met. Candy Lee is a professor at Medill, teaching in journalism and in integrated marketing communications. She was Teacher of the Year in 2012 for Integrated Marketing Communications. Previously she was vice president of marketing at The Washington Post, overseeing multiple functions, from marketing to research, and originating innovative programs. Before joining The Washington Post, Lee was president of ULS Loyalty Services, the sister company of United Airlines. Lee oversaw a range of businesses that included united.com; the Mileage Plus credit card group; Mileage Plus program and its partners; media on planes and other business arenas. Just prior to United Airlines, Lee was managing director at iFormation Group, formed by Goldman Sachs, Boston Consulting Group and General Atlantic Partners. Presentation D: Assessing Student Learning in Inquiry-Based Biology Laboratory Courses, John Mordacq Room: Arch Room Abstract : In 2012-2013, we redesigned the Introductory Biology Courses (~300 students) to include inquiry-based projects. In these courses, students engage in somewhat open-ended projects that they design through a guided process. These courses promote skills such as experimental design, research proposal development, and scientific presentation. A
combination of student surveys was used to access the student’s perception of their scientific skills. The pre- and post-course survey data show that while some commonly accepted perceptions (among students) remain the same, the course does result in a positive shift/change in perceptions of their ability to design experiments and perform research. The discussion will include how the assessment data informed the redesign/improvement of the courses over a two-year period. John Mordacq, Ph.D. Associate Professor of Instruction, Northwestern University Concurrent Session 2 (10:15am-11:05am) Presentation E: Creating a Community Safety Net for Individuals in Distress: Assessing Effectiveness of the Question-Persuade-Refer (QPR) Suicide Prevention Gatekeeper Training Program, Courtney Albinson and Monika Gutkowska Room: Rock Room Abstract: The Question-Persuade-Refer (QPR) learning assessment project explores the immediate and longer-term effects of participation in a suicide prevention gatekeeper training program on students, faculty, and staff members’ knowledge, attitudes, and behaviors related to suicide prevention. More than 2000 members of the Northwestern community have completed QPR training, with 310 participants (44% undergraduate students , 35% graduate/professional students, 20% faculty/staff) completing pre- and post-test measures assessing their basic knowledge of suicide prevention, their confidence and willingness to intervene with persons who could be considering suicide, perceptions of their abilities to effectively ask someone about suicide and persuade him/her to get help, and their knowledge of national/local referral resources. Overall, the results suggest that QPR is a significant learning experience. Participants were more accurate in their knowledge of suicide facts and warning signs. They also perceived themselves as significantly more confident, willing, and more likely to intervene with potentially suicidal persons. Courtney Albinson , PhD Staff Psychologist and Associate Director of Outreach and Education Counseling and Psychological Services Abstract Monika Gutkowska, PsyD is a Staff Psychologist and Coordinator of Suicide Prevention Programming in Counseling and Psychological Services Presentation F: Fostering Meaningful, Purposeful, and Goal-Directed Discourse with iPad Technology, Franziska Lys Room: Lake Room Abstract: This presentation will explain how iPad technology was used in an advanced conversation class to fostering meaningful, purposeful, and goal-directed discourse among students. A detailed analysis of pre-course and post-course recorded speech samples analyzes
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