CALHE 2025 Abstracts

Quantifying and Modeling the Dynamics of Math Anxiety

Sony, Sara

Oral Presentation (20 minutes)

This research introduces an innovative approach to understanding the dynamics of math anxiety by integrating mathematical modeling, time series analysis, and machine learning techniques. By identifying and analyzing the key factors that contribute to math anxiety, this study determines predictive models that track its evolution over time. The findings offer valuable insights for designing targeted interventions to reduce math anxiety and, ultimately, enhance students’ mathematical confidence.

Bringing ACEs to the Classroom: Hands on Learning

Castillo, Whitlea, Wittman, LeAnn, Clary, Pam

Oral Presentation (20 minutes)

Research shows that universities are not immune to the impact of trauma on students which, in turn, creates barriers for learning for these students (Hinojosa, 2018). This session will incorporate hands-on activities so participants can incorporate the Adverse Childhood Experiences (ACEs) knowledge into the classroom setting. By applying these techniques in the classroom, students develop empathy for others with various levels of ACEs. Hinojosa et al. (2018) found that up to 50% of college students begin their academic career with at least one ACE. This is consistent with the original ACE study which found 42% of person have an ACE score of two or higher (Anda et al., 2020). This presentation will discuss how one social work program is incorporating knowledge about trauma, ACEs, and protective and resiliency factors into the classroom to help students develop coping skills to effectively manage the added stress of academic life. Further, students’ increased empathy will benefit their professional practice upon graduation.

Trauma in the Classroom? Using ACEs to Heal

Wittman, LeAnn, Castillo, Whitlea, Clary, Pam

Oral Presentation (20 minutes)

This presentation will build upon the ACE Study’s premise that “what is predictable is preventable.” The recent discoveries with resiliency, epigenetics, and neuroscience helps us understand how ACEs are closely connected with mental, physical and behavioral health. This presentation will look at how a person adapts to ACEs can either propel a person to flourish or continue in negative patterns. A person that has four or more ACEs is 20 times more likely to attempt suicide and 40 times more likely to be an IV drug user. A person with six or more ACEs is six times more likely to become an alcoholic (Felitti et al., 1998). However, these number decrease significantly if we can implement ways to protect, prevent, and instill resiliency factors. If it is predictable, then we can work to prevent it. While there is still much to learn about ACEs, some of the known facts about ACEs help communities take important action.

Besides looking at the impact of ACEs on society, this presentation will address how instructors need to be aware of how trauma on individuals is impacting the classroom. Four protective and resiliency factors will be shared that can aid in lowering the next generation of ACEs. These are: social reciprocity, help, social-emotional support and social bridging (Hall et al., 2012).

Understanding Adverse Childhood Experiences

Clary, Pam, Wittman, LeAnn, Castillo, Whitlea

Oral Presentation (20 minutes)

This presentation will provide an overview of the ACE Study which is the largest study of its kind, with over 17,000 participants. It was developed and co-sponsored by Kaiser Permanente (managed care consortium) of San Diego, California, and the Centers for Disease Control and Prevention in Atlanta, Georgia in the early ‘90s (Anda et al., 2020; Felitti et al., 1998). This study lays the foundation for looking at how early childhood experiences impacts physical, mental/emotional, and behavioral issues found across the life-span. What happens when biology collides with social expectations? What happens when this occurs in the college classroom? The ACE study provides a picture of how adapting to adversity impacts society as a result of historical trauma, intergenerational adversity and its progressive nature, sensitive developmental periods, accumulation of ACE, impact to public and private costs and how communities vary in its response.

Early trauma can lead to adversity that is progressive. Overtime, these patterns become predictable and epigenetics demonstrates changes to a person’s biology. However, if we can utilize the research about ACEs, we can begin to disrupt the progressive nature of adversity. This presentation will discuss how this impacts the classroom setting. Participants will have an opportunity to find their own “ACE” score.

Panel Title: Community-Based Education in the Humanities for Social Engagement (consisting of three linked presentations)

Battisti, Danielle, Saltamacchia, Martina, Boxell, Mark

Oral Presentation (20 minutes)

Community-Based Education in the Humanities for Social Engagement

Abstract:

Our presentation draws on the Mellon Foundation-funded (2023-2026) “Tell All the Truth Project” at the University of Nebraska – Omaha. The aim of the project is to foster social involvement in the metropolitan community of Omaha, Nebraska by providing opportunities for critical analysis of the nation’s intersectional histories and collective imagination. The project features a diverse collection of team-taught courses in Literary Studies and History focused on systemic injustices that have historically affected social groups and continue to prevent the flourishing of communities across the US, and Omaha in particular, today. As part of the project, we give students meaningful opportunities to bring their learning out of the classroom into the Omaha community; and, in turn, to learn from community partners on the ground. We therefore embed service-learning and/or community-based educational components into the project’s courses.

The presenters in this panel will outline the nature of the project from the conception phase and organization phase. We will also discuss the goals of the project and a mechanism for measuring them. Presenters will also provide examples of teaching and partnering with community organizations. We hope to provide the audience with models for implementation, an outline of the benefits of the program for both students and institutions, and to discuss potential challenges.

Participants:

Dr. Danielle Battisti, Co-PI, Telling All the Truth Project, Associate Professor and History Department Chair, University of Nebraska – Omaha, dbattisti@unomaha.edu

Dr. Martina Saltamacchia, “Crime and Punishment in the Middle Ages,” Course-Community Partnership Model, Associate Professor, University of Nebraska – Omaha, msaltamacchia@unomaha.edu

Dr. Mark Boxell, “U.S. Environmental History” Course-Community Partnership Model, Assistant Professor of History, University of Nebraska – Omaha, mboxell@unomaha.edu

Incorporating Mindfulness and Mindful Activities Into The Learning Environment

Baldwin, Julie, Anderson, Allison, Conley, Tammie, Stewart, Stephanie

Oral Presentation (20 minutes)

The learning environment (LE) co-created by faculty, staff and students can play an important role in student success and can also impact job satisfaction for faculty and staff. Rusticus (2023) describes the primary elements of the learning environment as “psychological, social, cultural and physical settings” (p. 161). Those descriptions are broad and expansive, thus providing an opportunity for multiple strategies to be explored. Mindfulness and mindful activities are gaining attention as strategies that connect to these elements of the LE on multiple levels. Incorporating mindfulness and mindful activities into the LE hold the potential for positive impact for students, faculty, and staff.

The purpose of this presentation is to describe mindfulness and mindful activities based on an exploration of the literature associated with these activities and to identify easy to implement strategies for participants to consider incorporating as a component of a positive learning environment.

The Inside-Out Prison Exchange Program: Creating Applied Learning Strategies for Inside & Outside Students

Burns, Jaime, Kyle, Eric

Oral Presentation (20 minutes)

The Inside-Out Prison Exchange Program fosters transformative learning experiences by bringing together incarcerated and university students to engage in a shared classroom behind the walls of prison. This college course employs applied learning experiences that bridge the gap between theoretical knowledge and real-world experiences by promoting critical thinking and empathy. Group discussions, written reflections, and collaborative projects facilitate meaningful dialogue that engages hearts and minds. This presentation will outline a brief history of the Inside-Out Prison Exchange Program while addressing key learning experiences for both the university and incarcerated students. We will also highlight assessment tools, strategies, and outcomes that have been gathered during the 14 years that this course has been facilitated by our university. Overall, participants will learn some of the applied learning best practices for assessments and student impact.

Learn-by-Application Tutorials: Hands-on Activities for Research Preparation and Improving STEM Workforce Readiness

McIntosh, Daniel

Oral Presentation (20 minutes)

National stakeholders urge higher education to address a concerning STEM ‘talent gap’. There is a growing workforce shortage of people with in-demand skills in science and engineering that are vital to economic growth and national security. Stakeholders advocate for interactive teaching and real-world learning that fosters critical thinking and problem-solving skill development. In response to this call-to-action, I have developed and tested a method for producing scaffolded experiential learning activities that provide students with practical technical skills and knowledge based on STEM faculty domain expertise and research needs. Each Learn-by-Application Tutorial (LBAT) consists of 10-20 hours of ‘learning-by-doing’ research and workforce preparation through practical application of distinct research tools and methods. Through $1M in federal funding, I have led faculty from chemistry, computer science, and engineering in developing seven specialized courses implemented as sequences of related LBATs for training students in topics ranging from cybersecurity to material science to RF systems design and more. Faculty participants in my programs, as well as independent project evaluators, have documented increases in students’ research preparation and participation, academic achievement and confidence, interest in pursuing STEM careers, and confidence in future career success. I will overview the LBAT motivation, methodology, and implementation results. I seek collaboration with faculty interested in trialing the LBAT methodology to advance applied learning in STEM.

Clinical Application of 3D-Printed Models in Osteopathic Medical Education: Enhancing Temporal Bone Anatomy Mastery

Waszczuk, Daniel, Relan, Alishia, Hassevoort, Kiley, Pandya, Hirshal, Stone, Erian

Oral Presentation (20 minutes)

The anatomy of the temporal bone is intricate, containing delicate neurovascular structures and vestibular and auditory systems. Medical students often feel inadequately prepared after studying the ear and surrounding structures, especially when learning through traditional cadaveric dissection. Although recognized as the gold standard for anatomical education, this method requires the decalcification of the temporal bone, which can limit its accessibility. Such barriers are particularly significant for osteopathic medical students, who are underrepresented in otolaryngology, comprising only seven percent of residents. This study hypothesizes that integrating 3D-printed models with traditional cadaveric dissections will enhance learning outcomes. By providing an alternative learning modality, this integration is expected to overcome the limitations of traditional methods, offering a more accessible and comprehensive educational tool. The study utilized twenty cadaveric heads for dissection to expose the temporal bone structures. Four eighteen-piece multi-colored 3D-printed skull models were also created using ABS-M30® and QRS support® materials. Students were given a foundational lecture on the anatomy of the temporal bone and divided into three groups: 1) those working with cadaveric dissections and 3D models, 2) those participating only in cadaveric dissections, and 3) those using only 3D models. All participants were assessed with quizzes and spatial reasoning tasks before and after exposure to their respective study materials. Analysis of the accuracy scores from quizzes and spatial reasoning tasks across all three groups showed that students in Group 1, who utilized both learning modalities, demonstrated improved retention and spatial understanding of the temporal bone anatomy compared to the other groups. This finding underscores the advantages of a hybrid educational approach, combining the tactile and visual benefits of 3D models with the depth of traditional dissection. Integrating 3D-printed models with traditional cadaveric dissection significantly enhances the anatomical education of medical students, particularly in complex areas such as the temporal bone. This approach improves understanding and retention and may increase interest and participation in specialized fields like otolaryngology among osteopathic students, potentially addressing disparities in specialty representation.

Open-Ended Questions: Enhancing Writing and Learning Processes

Fisher, John R.

Oral Presentation (20 minutes)

Open-ended questions play a crucial role in promoting learning, critical thinking, and writing skills. However, there is limited empirical evidence comparing their effectiveness with descriptive prompts in enhancing student writing outcomes. This study investigates the impact of open-ended questions on writing quality by analyzing student responses to both open-ended and descriptive prompts. The research utilizes AI tools to evaluate writing samples based on key dimensions, including content depth, critical thinking, clarity, structure, and creativity. Participants in the study are undergraduate students enrolled in a health science course. During one class session, students were assigned a short essay based on a short descriptive prompt. In the following class session, they completed a second short essay in response to an open-ended question.

After completing both writing tasks, students participated in a survey designed to reflect on their experiences. The survey explored how open-ended questions influenced their understanding of the topic, idea generation, confidence in writing, and critical thinking skills.

Preliminary hypotheses suggest that open-ended prompts will yield writing with richer content, more sophisticated arguments, and greater originality. Additionally, open-ended questions help students apply their learning by requiring them to analyze, synthesize, and evaluate information in real-world contexts. Students are also expected to report higher engagement and confidence when working with open-ended questions. By leveraging AI-based evaluations and qualitative feedback, the study aimed to provide actionable insights for educators on the pedagogical benefits of open-ended questions. This research contributes to the broader understanding of how question design influences cognitive and creative processes in educational settings, offering evidence-based strategies to enhance writing and critical thinking skills.

Aligning Lab Practices and Case Studies Using the 3D-LAP: Don’t Forget the Core Ideas

McFall-Boegeman, Hunter, Petritis, Steven J., Starkie, Jacob, Schwarz, Cara E., Zhang, Mengqi

Oral Presentation (20 minutes)

In academic and industrial chemistry societies, long-standing professional interests in sustainability education are joined by emergent efforts to incorporate grand global challenges, such as those outlined by the United Nation Educational, Scientific and Cultural Organization (UNESCO) Sustainable Development Goals (SDGs). The phenomena posed by these SDGs and sustainability issues have enormous potential to inspire undergraduate science students. However, in the case of the undergraduate chemistry curriculum, integrating sustainability challenges–often the result of complex chemistry interacting at the boundaries of social or environmental systems–presents design challenges for curriculum developers working with novices’ nascent knowledge of disciplinary core ideas.

We will report on part of a curriculum transformation project designed to center real-world sustainability challenges in an undergraduate organic chemistry laboratory. Through the analysis of case studies and inquiry-based labs, using the 3D-LAP, we will discuss our strategies to meaningfully engage in solving real-world problems using science and engineering practices and students preexisting knowledge of chemistry core ideas.

Current Events in an AI World: The Maui Fire

Bensyl, Stacia

Oral Presentation (20 minutes)

AI has become a hot topic in the college composition classroom, and composition teachers are looking for ways to ensure students are using AI appropriately, if at all, in their research. This paper looks at how students in my English Writing and Research course used Maui fire of 2023 as a broad base from which to conduct their individual research, resulting in their presenting their research at our university’s Multi Disciplinary Research Day. The assignment allowed students to tailor their research to their own interests, creating a specific research agenda that allowed them to use AI if they chose, but did not enable them to use AI to write their papers or other research assignments. As part of their assignment, some students chose to present posters of their literature reviews at Multi Disciplinary Research Day. This enabled students to experience an applied learning opportunity in a general studies course, and emphasized the timeliness of their research, as the fire had occurred just weeks before the semester started. I used the same format for the course a year later. This allowed students to examine the response to the fire, again in the context of their own interests. The prompt was open-ended enough to give students a great deal of autonomy, but because it was such a recent event, much AI information was too general for students to use in their papers.

Will eSports fit into our culture as sports?

Yoon, Daewon

Oral Presentation (20 minutes)

Everyone knows about video games, but not eSports. In the modern world, regardless of gender, age, ethnicity, and social class, people have played video games at least once during childhood with their family members, friends, or relatives. As traditional sports, movies, music, and any other entertainment, video games have been embedded in our lives as a culture that provides enjoyment and fun in our everyday lives. eSports, an officially organized competitive video games with others for a specific prize in virtual reality, is an advanced term that originated from video games. eSports-related competitions are taken place in virtual reality; thus, the term developed with two combined terms, “electronic” and “sports” eSports.

Since the term“eSports” contains “sports”, does eSports fit into sports? If so, can eSports be used in physical education? To explore whether eSports can be considered sports in our society, we should have knowledge of the characteristics of sports. According to Guttmann (1978) and Suits (2007), there are several components within the context of sport. Guttmann (1978) stressed that sports must contain several characteristics: 1) play through voluntary activity, 2) organized and governed by rules, 3) competitiveness, and 4) physical skills. In addition to Guttmann’s (1978) idea, Suits (2007) added more components of sport: 1) skill sets, 2) consisting of broad followings, and 3) official governing bodies. Those seven components must be satisfied to justify eSports as a sport.

eSports contain similar characteristics to sports, such as voluntary activity, organized and governed by official governing bodies, competitiveness performed with physical movement, and board followings beyond the state and international levels. However, despite the distinct similarities that eSports contain compared to sports, society still has not positively accepted eSports as sports, just playing video games. Through this literature paper, I will contribute to sharing the definitions of sport and eSports, the similarities between these two, how the eSports term has developed, what playing video games must possess to become eSports, and the positive and negative factors of eSports. Thus, this study is designed to provide insights into eSports and justify why eSports should be considered sports for the further development of eSports industries and career development for young generations.

An Applied Learning Approach to Teaching Crime Theories: Evidence of its Successful Impact Using the Students’ Own Words.

Marble, David

Oral Presentation (20 minutes)

I have been using an applied learning approach in my Introduction to Crime Theories class to help the students learn the theories better. The approach consists of having students investigate real crime stories in order for them to make connections with the crime theories we are studying in the class. I will present on the impact of this applied learning approach on student writing assignments and the evidence that students have a greater understanding of and ability to clearly articulate the key points of these crime theories using examples of their writing over the past few semesters.

Engaging Students in Chemistry Research: Carbohydrates

Rhoad, Jonathan

Oral Presentation (20 minutes)

A difficult balancing act for research with undergraduate students is to make projects that are both accessible and scientifically relevant. A method of blending laboratory experience with computational modelling will be discussed. As students develop their knowledge and skills, more and more of the ownership of the research can be transferred to the student, as is appropriate on a student by student basis.

The Student Voice: Cultivating Storytelling on a College Campus

Carviou, James, Huang, Luling

Oral Presentation (20 minutes)

A pivotal part of development as a college student involves the immersion into the development of one’s own identity. Part of this process is encompassed through shared cohort experiences with intellectually curious peers. This means identifying key sources of information pertaining to the outside world. Specifically, during the college experience is when students develop habits that they will carry forward for the rest of their lives. This includes information seeking and modes of storytelling.

This session will explore the ways in which student media provides hands-on experiences that aid in the development of college students as productive and informed citizens as well qualified storytellers. Student media offers hands-on applied learning education through writing, photography, videography, web design and social media. Further, it provides an opportunity for immersive development in leadership and management.

At Missouri Western, Griffon Media provides such an applied learning environment. This is a practicum course, and our students learn and apply their multimedia storytelling skills in a real-world newsroom. Students are encouraged to tell engaging stories that matter to themselves, the campus community, and the local readership. Guided by journalistic principles and ethics, student reporters cover a range of topics including news, sports, and lifestyles. Students also write pieces to voice student opinions. The editorial team works together to determine storytelling direction, publishing procedure and schedule, as well as social media strategies.

The Fall 2024 iteration was the first time exploring a multimedia publishing format for every piece of coverage. Every story was published on the Griffon News website and had three components: a written piece, photos, and a video package. The course trained students to become a multimedia journalist, a typical job position that a convergent-journalism company demands (e.g., News-Press Now). In the ongoing Spring 2025 semester, students will also produce podcasts and newscasts weekly. Implications and lessons learned will be discussed.

Experiential Learning in the Business Law or Legal Studies Classroom

Salfrank, Linda

Oral Presentation (20 minutes)

Pilliod v. Monsanto

Roundup is a weed-killing product produced by Monsanto. Glyphosate is the key ingredient in the herbicide. Decades ago, the Environmental Protection Agency announced that studies of the chemical showed “evidence of non-carcinogenicity for humans” and approved Roundup for sale in the United States. The product is highly effective in controlling weeds in residential, commercial and agricultural environments.

Alberta and Alva Pilliod used Monsanto’s Roundup as a weed killer on their property for more than thirty years. Alberta and Alva developed non-Hodgkin’s lymphoma in 2011 and 2015, respectively. In 2017, the Pilliods sued Monsanto for product liability, claiming the product had a defective design and that the manufacturer had failed to warn them of the dangers associated with use of the weed killer. The Pilliods sought compensatory and punitive damages.

After a six-week trial, the Pilliod jury was provided a lengthy set of jury instructions. The instructions set out explicit explanations of the Court’s expectations for the jury’s deliberations, definitions of the important legal phrases in the case and the specific legal parameters for ultimately reaching a just verdict in the case.

Experiential Learning In The Classroom

In many undergraduate Business Law and Legal Studies courses, students are introduced to complicated Product Liability concepts. Students sometimes struggle with the abstract distinctions between claims based upon Strict Liability and Negligence. It may be difficult for students to grasp the significance of a plaintiff’s demands for compensatory damages and those for punitive awards, not to mention the difference in the amount of evidence the plaintiff must introduce to support the requested legal remedies. The topic is unfamiliar territory for many students, and some wrestle with the real-life application of the concepts outside of the classroom.

All of these difficult notions can – and are — “brought to life” and reinforced with activities and projects based upon genuine jury instructions gleaned from a products liability trial. In this presentation, I will focus on supplementing classroom instruction with applied learning strategies based upon the jury instructions from Pilliod v. Monsanto. I will discuss the means by which this experiential learning process allows students the chance to look beyond the textbook and lecture, and transfer newly-acquired legal knowledge to authentic and contemporary fact scenarios. I will explain some teaching methods and strategies to strengthen student engagement and reflection, including scaffolding skills. Finally, I will distribute tangible teaching resources, creative student activities and sample assignments.

Assessment of High Leverage Practices in Pre-Service Special Education Students

Jennifer Malone

Oral Presentation (20 minutes)

Pre-service special education teachers are assessed in a variety of ways, however, their usage and implementation of high-leverage practices underscores their readiness for the k-12 special education classroom. There are 22 high-leverage practices in special education. Pre-service teachers learn various strategies to implement these practices in their daily interactions with students. While university instructors aim for these future special education teachers to engage in all 22 practices, some pre-service teachers feel more confident using specific high-leverage practices than others. This presentation will identify which high-leverage practices pre-service special education teachers become more confident in using after a full semester of exposure to each practice, facilitated through explicit instruction, modeling, practice, and reinforcement from their university instructor.

An Evolving Approach To Teaching Comparative Vertebrate Anatomy.

Allen, Rachael

Oral Presentation (20 minutes)

Comparative vertebrate anatomy is a multidisciplinary subject with foundations in a wide variety of biological sciences including zoology, evolution, and human anatomy. The breadth and depth of information combined with an abundance of unfamiliar terminology can be intimidating for students and can be a significant barrier to student success.

Lecture with lab is the typical format for a comparative vertebrate anatomy course although there is considerable variation in terms of which topics are emphasized and in which order those topics are covered. This is influenced by instructor expertise and interests as well as consideration of the educational needs of the student population. For instance, emphasis may be placed on taxonomy and evolutionary relationships of specific vertebrate groups or might stress the significance of structure-function relationships.

Assessment of student performance is an important component of any course and can vary significantly depending on the balance between examinations and coursework activities. The specific nature of the examinations might involve flagged structures on preserved specimens, text-based questions, or even an oral component. Each of these approaches carries with them a suite of costs and benefits.

This case study describes how a comparative anatomy course at University of Missouri-Kansas City has gone through several phases of change both in terms of course content and assessment. Some of the content changes have related to the timing and inclusion of topics, an effort to better build on preexisting knowledge and application of that knowledge alongside new information gained through observation as part of active group collaboration. For example, encouraging a cycle of explaining something new relating to something already known, applying that in a practical way, and discovering something new. Changes to assessment have better reflected the ways in which learning has occurred, rewarding understanding of key concepts and application of theory. This has better allowed students to hone a number of transferrable skills that have practical applications such as effective communication, fine motor skills, pattern recognition, and lateral thinking.

How Mental Health and Theories of Criminal Behavior Impact Criminal Justice

Birmingham, Michael, McAlexander, Brodie

Oral Presentation (20 minutes)

The last decade has brought an alarming focus on the mental health crisis due to jail/prison overcrowding and the international COVID 19 pandemic. Jail overcrowding itself brought more focus on the incarceration and detention of non-violent offenders for such crimes as drug possession due to an illness of substance abuse disorder. This increased a biased societal cry on the need to place these individuals in treatment facilities for their substance use instead of placing them behind bars with offenders with a completely different set of issues. Not as much attention had been placed on individuals exposed to the criminal justice system due to mental health concerns, both diagnosed and undiagnosed. This presentation will provide insight into how certain mental health concerns, specifically Depression and Schizophrenia are connected to and associated with various criminological theories and delinquent behavior. “Schizophrenia is most strongly associated with criminal behavior” (Walsh & Yun, 2013), while depression is one of the most common mental disorders. This study utilizes two foundational theories as a guide: (a) Rational Choice Theory and (b) General Strain Theory; of which both contribute to a better understanding of the mindset of one engaging in such behaviors that warrant interaction with the Criminal Justice System. Schizophrenic people are generally assumed to not have the capacity to consciously process things and make decisions; while those dealing with depression in addition to other stressors are often more likely to engage in delinquent behavior. 3.8% of the population are depressed, equating to 280 million people world-wide. (WHO, 2023). 1 in 300 people worldwide suffer from schizophrenia (WHO, 2022) and 1% of Americans (John Hopkins Medicine, 2024) and this study discusses how it leads to delinquent behaviors in young adults.

The Project Completion Report for managing and evaluating group projects

Adkins, Kaye

Oral Presentation (20 minutes)

Instructors hate group projects almost as much as students do, but in a course where applied learning is front and center, group projects often can’t be avoided, especially if students are working with a client. Project completion reports can motivate students to fully participate in the group and they are useful as part of the evaluation of group projects. This presentation will include background on project completion reports and their role in the workplace, explain how they can be useful in organizing group projects.

The presentation draws on many years of successful group projects—client projects and research projects—and on the use of project completion reports by practitioners. The presentation will include sample assignments, and attendees will have access to templates for project completion reports and for assignment prompts. The presentation will also offer advice for designing successful group projects.

CUREs for applied learning in existing undergraduate laboratory courses

Michael L. Grantham, Kristen L.W. Walton, Csengele Barta, Julie Jedlicka, Jason Baker

Oral Presentation (20 minutes)

Undergraduate research experiences can be an important contributing factor to the success of students in the sciences. Course-based undergraduate research experiences (CUREs) offer a way to broaden the population of students who can participate in these valuable experiences. These have often been offered as stand-alone courses that students self-select into, resulting in some of the same biases present in the traditional apprenticeship model of student research. Another approach is to include CUREs and short CUREs in the laboratory sections of existing courses that are either required or are restricted electives in a curriculum. This approach may help reduce the self-selection bias in stand-alone CURE courses and the apprenticeship model. We have developed and implemented CUREs and short CUREs in multiple lab courses in the Department of Biology at Missouri Western State University. This includes courses in cell biology, physiology, microbiology, plant science, genetics, ornithology, and virology. This has exposed a wider range of students to the process and activities of doing science than would have been possible using only the traditional, apprenticeship-style of undergraduate research experiences and in most cases resulted in repeated exposure of students to undergraduate research through multiple courses. Various approaches, pitfalls, and successes of developing and implementing CUREs and short CUREs will be discussed.

Rubrics to Assess Multiple Outcomes for Project-Based Learning in Applied Design and Manufacturing

Morse, Julia L.

Oral Presentation (20 minutes)

The broad, integrative nature of project-based learning calls for assessment of diverse student learning outcomes, such as technical skill and knowledge, design application and problem-solving, self-directed learning, professionalism, and workplace values. Drawing from 28 years of developing, testing, and improving rubrics-based assessments for applied engineering technology projects, this presentation offers a variety of examples of scoring rubrics for problems-based learning. Sample assessments evaluate CAD designs, manufacturing process projects, CNC machining and CAM projects, and mechanism design with motion analysis.

Rubric criteria evaluate specific technical skill expectations, but also problem-solving and decision-making, workplace behavior values, and continuous improvement judgement. Examples of rubric criteria include evidences of workplace and team professionalism values such as partnership, grit, integrity, and responsibility reflected in the project. Some rubrics demonstrate detailed level descriptions, while others allow the assessor to select a simple numeric level of accomplishment. Line items from rubrics are selected for collection of student performance data as part of the program’s annual assessment.

The presentation also briefly reviews emerging themes concerning assessment rubrics in the Engineering and Technology education literature.

The anticipated audience includes anyone who enjoys getting ideas for their own assessment rubrics. Those interested in assessing workplace values or team professionalism may also appreciate new strategies.

Quantifying Medication Loss During Crushed Pill Administration in an Instrumental Analysis Course.

Weiler, Rachel, Colombo, Philip

Oral Presentation (20 minutes)

Medication administration is a key component of nursing care and for patients with gastric (g) tubes, it is standard practice to crush the medicine with a commercial device, dilute with water, pull up the resulting slurry into a syringe, and deliver this through the g-tube. Nurses at Saint Lukes Hospital in Kansas City have noted small amounts of residue left along each of the multiple steps in this process and wanted to quantify the medication loss. Partnering with the Rockhurst University Chemistry Department, researchers have, using Aspirin detected via UV-Vis spectroscopy, developed a preliminary method to measure the amount of medication loss. Additional studies are underway to refine the procedure and to suggest and test techniques of drug delivery that might minimize the drug left undelivered.

Rockhurst University offers an upper-level instrumental analysis course for students majoring in chemistry and biochemistry. One of the units in this course involves having students study UV-Vis spectroscopy. This project describes Rockhurst Instrumental Analysis students participation in this ongoing research collaboration.

Enhancing Pathology Interest through Autopsy Simulation in Rural High Schools

Vu, Christina, Harr, Alexander, Floyd, Daniel, Manikandan, Shrivats, Manikandan, Varsha

Oral Presentation (20 minutes)

Background: Pathologists play a crucial role in healthcare, diagnosing diseases by analyzing tissues with specialties including neuropathology, clinical chemistry, and forensic pathology. Despite their importance, there is a noticeable decline in pathology career interest. Many residency programs have been established to combat this trend, yet the shortage of applicants persists. This disinterest can be primarily attributed to the lack of exposure to the field at various educational levels, from K-12 through medical school. Addressing this gap is essential for cultivating future pathologists.

Hypothesis: It is hypothesized that providing early, interactive exposure to pathology through simulations could increase student interest in the field, potentially steering them toward considering it as a career. This approach aims to demystify the role of pathologists and illustrate its importance and excitement.

Materials and Methods: To test this hypothesis, the ATSU Pathology Club organized an autopsy simulation for the high school STEM Club involving students from grades 9 to 12 in a rural area. The event was structured around three simulation stations: external examination, internal examination, and additional diagnostic tests. Each station was designed to contribute pieces of evidence towards identifying a mock patient’s cause of death. Students actively participated in examining physical anomalies, measuring organ weights, analyzing drug test results, and identifying tissue abnormalities from histological slides.

Results: The autopsy simulation was a resounding success, with students demonstrating keen observational skills, engaging in critical thinking, and effectively collaborating to solve the case. Many students were able to accurately determine that the cause of death was due to complications arising from alcohol-induced liver cirrhosis. This diagnosis led to a broader discussion about the physiological effects of alcoholism on the human body.

Discussion: Feedback from participants was overwhelmingly positive, indicating that the hands-on experience significantly boosted their interest in pathology. This suggests practical, engaging educational experiences can attract students to lesser-known medical fields such as pathology. By participating in the simulation, students gained a clear and exciting insight into the daily challenges and impacts of a pathologist’s work.

Conclusion: This educational initiative not only informed students about the critical role of pathologists in medical diagnostics but also showcased the transformative potential of experiential learning in influencing young people’s career decisions in the medical field. Early intervention is key in revitalizing interest and addressing the ongoing decline in the pathology applicant pool.

The Pedagogy of Legal Relevance: Expanding Career Possibilities Through Interdisciplinary Teaching

Sylvester, Petronilla

Oral Presentation (20 minutes)

Despite the pervasive influence of law across various sectors, students often fail to recognize its relevance to their academic and professional trajectories. This presentation examines the pedagogical strategies through which educators can integrate legal concepts within diverse disciplinary contexts to enhance students’ understanding of the intersections between law and their fields of study. By embedding legal relevance into curricula across disciplines such as business, heath care, technology, and social sciences, educators can illuminate the critical role of law in shaping industry practices and societal outcomes. This session will explore the theoretical underpinnings of interdisciplinary teaching and its potential to expand students’ career horizons, encouraging the exploration of legal pathways that they might otherwise overlook. Attendees will be provided with evidence-based strategies for incorporating legal perspectives into their courses, ultimately fostering a more comprehensive educational experience that empowers students to appreciate the significance of law in their chosen fields and consider its application in their professional futures.

Using Large Collaborative Wildlife Conservation Projects as Applied Learning Experiences

Newton, Aracely, Ganong, Carissa, Chevalier, Cary

Poster Presentation (90 minute session)

Many large-scale ecology projects require massive collaborative volunteer efforts to obtain data and achieve goals in a realistic timeframe. MWSU biology faculty have incorporated several of these projects into our research programs and outreach initiatives. Here we describe four large collaborative projects in which our Biology students have participated: Missouri Stream Team, Snapshot USA, Monarch Watch, and Bumble Bee Atlas. Missouri Stream Teams survey stream invertebrates and water chemistry to determine a water quality index in their adopted streams. Snapshot USA teams use game camera arrays to track mammalian populations across the United States. Monarch Watch participants catch and tag monarch butterflies to monitor their migration south. Bumble Bee Atlas teams adopt a county and perform two bumble bee surveys in a selected habitat. Large collaborative projects such as these provide excellent opportunities for students to gain hands-on experience with current ecology surveying techniques and apply what they have learned about biodiversity and conservation from their coursework.

When your online tool goes offline: the foreseeable but unpredictable loss of an assessment instrument

Koy, Karen, Drake, Dawn, Elias, Ashley, Ganong, Carissa, Grantham, Michael

Poster Presentation (90 minute session)

The Pond Team project is an interdisciplinary undergraduate research experience which integrates hands-on field or laboratory research with weekly seminars. Besides providing students with direct research experiences, this project is designed to improve students’ science process and communications skills. For assessment of skills improvement, the Team used an in-person, anonymized written survey as well as a freely available, validated instrument, the Student Assessment of Learning Gains – Undergraduate Research Student Self-Assessment (SALG URSSA), which has been used by many Research Experience for Undergraduates (REU) programs nationwide. The Pond Team decided to use the SALG URSSA not only because it was a validated assessment tool, but also because it would give us data that we could compare to other undergraduate research programs.

The SALG URSSA tool was used successfully beginning in the fall of 2020 through spring 2024. In summer of 2024, the salgsite.net platform that hosted URSSA went offline without warning to current users of the tool. While there is an avenue available to get the data from previous surveys, it is not possible to run new surveys using the tool. Due to this disruption, the Pond Team decided to forgo the SALG URSSA online assessment for the 2024 – 2025 academic year, and replace it with a paper version based on the downloaded forms from the previous year. This, however, produced a long, handwritten student document which needs to be digitized for analysis. This is a cumbersome and time-consuming process.

Since then, the University of Colorado Boulder (UCB) has provided the text for the basic instrument on their website which allows users to recreate the survey on other platforms. In addition, UCB has also created a transfer file for uploading the survey text into Qualtrics. We have recreated the basic URSSA as an online tool hosted on a different platform using the files provided by UCB, but have not yet deployed the survey. This experience highlights one of the issues that can arise from using an external assessment tool, despite its many benefits.

The MWSU campus as an outdoor classroom

Ganong, Carissa, Mills, Mark

Poster Presentation (90 minute session)

Incorporation of local outdoor resources into classes and labs provides key applied learning elements in college biology/ecology classes. The 723-acre Missouri Western State University campus includes four major ecosystem types – a forest, a stream, nine ponds, and an in-progress tallgrass prairie restoration – that together provide unique on-campus learning experiences for biology students. Here we highlight the characteristics of each of these urban ecosystems and provide examples of how each is used in our majors ecology (BIO 225) course; these “outdoor classroom” activities include common field techniques such as organismal sampling and identification, measurement of abiotic parameters, and quantification of standing biomass. In the past 6.5 years, 367 ecology (BIO 225) students and 2,731 general biology (BIO 101) students – as well as students in at least nine other biology courses – have worked in one or more of these ecosystems in biology labs. Use of this on-campus “outdoor classroom” increases students’ exposure to native Missouri ecosystems, and previous research also suggests that use of place-based activities such as these labs may encourage student engagement and retention.

Nonpharmacological Treatments for ADHD

Valentin, Sara

Poster Presentation (90 minute session)

This applied literature review used empirical literature to explore multiple types of nonpharmacological interventions that can serve as alternatives or supplements to medication when treating ADHD symptoms. Insights from a practicum experience were also included, providing additional perspectives on some interventions that can help individuals with ADHD.

Best Practices in Reintegration Programs for Young Adults

Lopez, Madison

Poster Presentation (90 minute session)

This applied literature analyzes different types of reintegration practices that benefit young adults. The findings showed how the reintegration process is different for everyone and sometimes certain factors determine how beneficial the practice may be. I was able to apply what I learned from these findings to my practicum placement.

Using student posters to asses individual applied learning projects

Bogdon, Ollie

Poster Presentation (90 minute session)

When using a poster session as a final exam, how do you build a scoring guide to assess posters on individualized topics to the student? And honors course at Missouri Western State University in the fall of 2024 focused on science literacy and impact on quality of life . This session will look at a few student posters and a tool which was used to assess them.

I thought I would only play sports: International Student-Athletes’ Unique Challenges

Maria Saez Camara, Yoon, Daewon

Poster Presentation (90 minute session)

International student-athletes (ISAs) have dramatically increased in higher education in the United States since 2011, and according to the National Collegiate Athletic Association (NCAA), there are more than 25,000 student-athletes worldwide. Despite the increased number of ISAs populations, they constantly experience challenges on campuses in both academic and athletic contexts. There are many reasons for this phenomenon. Before coming to the U.S., they were unfamiliar with cultural differences in education and academic settings. Therefore, the recruitment process greatly influences their decision. Coaches need to take responsibility to inform future athletes regarding general school information, athletic programs in detail, and campus life as student-athletes. The recruitment process for international students differs from regular student populations for many reasons, such as the origin of nationalities, qualifications, and other legal issues. Once these students try to adjust to their life on campus, they tend to experience many additional challenges regarding academic pressure, social integration, language barriers, mental health, etc. Thus, this study aims to explore the obstacles that ISAs face on campus and provide practical solutions. Twelve formal and current ISAs from diverse sports will be selected for this study, and in-depth and semi-structured interviews will be conducted to gather the data. Thematic analysis method will be used to analyze finalized data. Finally, through this study, researchers will find practical suggestions to offer support and comprehensive programs for future and current ISAs for their academic and athletic success.

Impact of L-Dopa on the growth and development of Brassica: Insights from velvet bean (Mucuna pruriens) seed metabolomics

Angel Justus, Sonja Weber, Rene Frye, Teri Larison, Stan Svojanovsky

Poster Presentation (90 minute session)

Velvet bean (Mucuna pruriens, VB) seeds were found to produce various allelopathic compounds that influence the growth of neighboring plants. Our laboratory’s prior research highlighted that VB seed coats release metabolites with negative, while the endosperm has positive allelopathic effects. We have demonstrated this effect in various species, including monocots and dicots. Through non-targeted metabolomic analysis of VB seed endosperm, L-Dopa (L-3,4-dihydroxyphenylalanine) emerged as a significant candidate among the potential allelochemicals. This study investigated the effects of L-Dopa on the growth and development of Brassica species. Our experiments demonstrated that low concentrations of L-Dopa (within 0.01-0.05 mg/mL) enhanced Brassica growth. Treated plants exhibited increased root and shoot length, enhanced biomass accumulation, and improved overall plant vigor compared to control groups. Notably, Brassica plants exposed to L-Dopa showed a marked increase in chlorophyll content, indicating enhanced photosynthetic capacity. Our findings suggest that L-Dopa, derived from VB seed endosperm, holds promise as a natural growth enhancer for Brassica crops. Its application could lead to more sustainable agricultural practices by reducing the reliance on synthetic growth regulators and fertilizers. Interestingly, the stimulatory effects of L-Dopa were, however, concentration-dependent. While low concentrations enhanced growth, higher concentrations exhibited inhibitory effects, consistent with the typical biphasic response of allelochemicals. This dual role underscores the importance of precise dosage in utilizing L-Dopa for agricultural applications. These insights into L-Dopa’s allelopathic effects advance our understanding of plant-plant interactions and highlight the potential of natural compounds in improving crop productivity and sustainability. Future research will focus on elucidating the detailed molecular mechanisms of L-Dopa’s action and exploring its potential benefits across different crop species.

Blanding’s Turtle Activity Monitoring at Loess Bluffs National Wildlife Refuge

Evans, Boaz

Poster Presentation (90 minute session)

Flipped classrooms are transforming experiential learning in higher education, fostering student engagement and active participation. Participation, Attendance, and Reflection (PAR) is an innovative assessment model that can be used to evaluate student learning holistically in a flipped classroom. This approach ties student accountability directly to engagement in class activities, self-reflection, and research, ultimately building essential skills for their academic and professional development.

The PAR model is built around three key components:

Participation: Students engage in in-class activities such as case study evaluations, film analyses, crisis simulations, event planning projects, mock press conferences and debates, and campaign pitches, which gives them the opportunity to apply theoretical knowledge to real-world scenarios. This active learning approach encourages critical thinking as students must analyze, synthesize, and evaluate PR strategies in dynamic situations.
Attendance: By attending collaborative, experiential learning sessions, students develop self-confidence and accountability. Attendance also ensures that they actively contribute to class discussions, strengthening their problem-solving and relationship-building skills.
Reflection: Guided reflection and group discussion encourage students to connect classroom activities to theory, deepening their understanding of core PR concepts while enhancing self-assessment and critical thinking. These reflections also allow students to articulate their thought processes and learn from successes and setbacks.

Students earn points for completing PAR tasks in class, and 10 – 15 tasks are randomly selected at the end of the semester to determine the number of points earned. This method rewards consistent effort while adding an element of fairness. The model also incorporates the concept of Personal Time Off (PTO), allowing students to make up for absences in a manner that mirrors real-world workplace practices. Unused PTO earns extra credit, incentivizing consistent attendance while providing flexibility for personal needs.

The combination of participation, attendance and reflection fosters critical thinking, strengthens problem-solving skills, and builds confidence, particularly in public speaking, collaboration, and strategic decision-making. By completing realistic PR activities in class and conducting readings and lectures outside of class, students are more engaged and willing to participate in research activities, articulate their ideas, consider diverse perspectives, and connect their classroom experiences to future careers.

This presentation or roundtable discussion will provide practical ways to the implement the PAR model, showcasing how it transforms experiential learning while fostering key competencies. Attendees will leave with actionable insights for incorporating similar assessment models into their own classrooms.

This is Not Up for Discussion: Judicious Perspectives on Discussion Boards in Applied Learning

White Waters, Kayla

Poster Presentation (90 minute session)

In the early advent of online learning, it was assumed that the best an online instructor could do was mimic the face-2-face (f2f) setting as closely as possible. Discussion Boards attempted to replicate the classroom discussions’ enlivening impact on f2f lectures. This poster presents an argument that modern overuse of online Discussion Boards yields negative returns, particularly in the domain of applied learning. I offer criteria for deciding when not to use Discussion Boards as an assessment tool, as well as positive and practical alternatives for promoting community and connection within the online learning environment.

Achieving Rigor through Relevance: Using Community Advisory Boards to Assess Program Outcomes

White Waters, Kayla

Poster Presentation (90 minute session)

The concept of “rigor” is valuable in higher education, particularly in applied learning fields where inadequate student performance has a direct impact on the community. But traditional measures of rigor–such as A,B,C rates–are relative and easily manipulated. This poster presents benefits of establishing a Community Advisory Board as an assessment tool in applied learning programs, summarizes the literature on implementation best practices, and offers practical considerations based on my 10 years of experience both directing, and serving on, Community Advisory Boards.

From Novice to Scientist: Supporting Undergraduate Research for Competitive Graduate Program Admissions

Williamson, Laverl

Poster Presentation (90 minute session)

Admissions to graduate programs in psychology have always been competitive, and this competitiveness is intensifying as many programs phase out standardized testing. Graduate programs now place a much heavier emphasis on prior research experience and are increasingly favoring applicants who can communicate a developed research agenda in personal statements. These trends make it critical that undergraduates gain meaningful research experience early in their education. While one could argue these changes are positive, they create several challenges for faculty who seek to prepare students for graduate school admission. Less experienced students typically lack an understanding of research methods, statistics, and an overall understanding of their fields subject matter. Building upon theorizing in self-regulation and educational psychology, I will discuss techniques that can be used to support students throughout the process of developing, carrying out, and disseminating the findings of an empirical study.

Applied Learning Through Professional Internship: Naturalist Internship with Smithville Lake Nature Center

Spradlin, Kyla

Poster Presentation (90 minute session)

During summer 2024, I had the opportunity to work at the Smithville Nature Center. A large portion of the work involved creating and giving nature presentations in a variety of environments (libraries, schools, and campgrounds). I also had the opportunity to complete invasive species control, center maintenance, reptile and amphibian husbandry, and shadow the jobs of the waste manager and spray specialist at this location.

Maximizing Applied Learning on a Budget: Innovative Strategies for Engaging Legal Studies Students

Dowdell, Crystal

Poster Presentation (90 minute session)

As a new professor, I have experienced firsthand the impact of applied learning. However, budget constraints often pose significant challenges to implementing experiential learning opportunities. I will present how applied learning is not only possible on a budget but is essential for cultivating the next generation of legal professionals. In this presentation, I will share innovative, cost-effective strategies for integrating applied learning into legal education, drawing from my experiences through local outings, guest speakers, conducting panels of paralegals, courthouse tours, court hearings, and trial attendance, and community events and partnerships, I have developed an approach that engages students without incurring substantial costs.

An exciting initiative most recently involved inviting paralegals from diverse legal fields into the classroom, offering students firsthand insight into various legal careers and valuable networking opportunities by interacting with professionals. Students learn about specific legal practices and develop relationships that may lead to internships or future employment.

Another impactful initiative was taking students to the Midwest Innocence Project’s Wrongful Conviction Day. It allowed students to meet exonerees, hear their stories, and engage with the attorneys who worked to overturn these wrongful convictions. The experience deepened students’ understanding of the legal system’s complexities, the appeals process, and the intense investigative approach to this process. Students also gained insight into the importance of post-conviction advocacy and the role of organizations dedicated to justice reform. Additionally, attending this event allowed students to establish relationships with legal professionals and explore potential career paths.

Building on this partnership, Advanced Legal Research students have been assigned an actual case by the Midwest Innocence Project to investigate the potential innocence of a specific individual. This hands-on assignment allows students to apply their legal research skills meaningfully while working collaboratively and in groups outside class. To enhance their research, we have planned a trip to St. Louis, Missouri, where students will visit the crime scene and the alibi location alongside historical legal sites that provide a broader context for their casework. Students will experience not only the reinforcement of the practical aspects of legal research and case analysis but also the teamwork aspect of an actual legal team with critical thinking, ensuring the practical benefits of the approach.

This presentation will highlight the benefits of applied learning in legal studies and demonstrate how these experiences prepare students for professional careers, provide insights for educators seeking to implement learning on limited budgets, and offer strategies for utilizing local resources and community connections. By sharing these experiences and best practices, I will encourage legal educators to incorporate applied learning in their teaching, enhancing student engagement, skill development, and career readiness, concluding with the opportunity for questions and shared experiences.

Bridging Professions: Enhancing Collaboration Through Interprofessional Simulation in Healthcare Education

Beard, Ashley, Hill, Alyson

Poster Presentation (90 minute session)

Interprofessional Education allows multiple disciplines to collaborate to improve patient health outcomes. The International Nursing Association for Clinical Simulation in Learning recommends implementing interprofessional education through simulation. After thoughtful collaboration among faculty members, this midwestern university implemented a multidisciplinary, multiunit simulation experience involving Nursing, Social Work, Physical Therapy Assistant and Respiratory Therapy Students. This simulation allowed students to recognize the roles and responsibilities of other disciplines, providing seven patients with an interdisciplinary approach to their plan of care. Key learning objectives assessed students’ ability to collaborate on discharge planning, distinguish the roles and responsibilities of other team members, communicate with team members, apply team dynamics, and provide patient-centered care. Overall, students reported that they had a positive experience and felt better prepared to collaborate with other members of the interdisciplinary team to provide effective, high-quality care to their patients in the clinical setting.

To Watch or to Read: Student Preferences for Professor Feedback

Lake, Alex, Williamson, Zach, White Waters, Kayla

Poster Presentation (90 minute session)

This study aimed to investigate what kind of feedback students prefer in reference to online coursework. This study utilized a questionnaire that was administered via Google Forms, in which students reported preferences between two forms of feedback (written vs. video). The data for this study is still being collected, and results from this study will be presented alongside recommendations for application.

Enhancing STEM Education for Neurodivergent Learners through Applied Learning Strategies

Robert Sparling, Catherine Sparling

Poster Presentation (90 minute session)

Neurodivergent individuals are often overrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields, reflecting their strong interest and potential in these areas (Syharat, et al., 2023). However, the traditional higher educational environment may not always align with their specific learning needs and strengths. Understanding and addressing these needs is crucial for harnessing their potential and fostering an inclusive STEM education that benefits from their diverse skills and perspectives.

Studies reveal that despite their higher presence in STEM education, neurodivergent students face significant challenges in higher education (McDermott & Mosley, 2023). They frequently encounter barriers that hinder their overall enrollment and degree completion rates, resulting in lower success rates compared to their neurotypical peers. Addressing these challenges is crucial to ensuring that neurodivergent students have equitable opportunities and support to succeed academically and professionally.

Defining the supports and barriers perceived by neurodivergent learners is a crucial first step toward developing more inclusive active-learning STEM courses (Pfeifer, Cordero, & Stanton, 2023). Understanding these challenges and needs enables educators to tailor their approaches to better support neurodivergent students. This session will provide insights into these supports and barriers and offer practical suggestions. By incorporating these insights, educators can create more effective and inclusive learning environments that enhance the success of all learners in STEM fields.

Points of Discussion:

Active Learning in STEM Courses:
Effectiveness of Active Learning: The impact of active learning strategies (e.g., hands-on projects, group work) on understanding and retaining STEM concepts for neurodivergent learners.
Accessibility of Active Learning Opportunities: Whether current active learning methods are accessible and inclusive for neurodivergent learners and how they can be adapted to meet their needs better.
Barriers to Active Learning: Specific challenges faced by neurodivergent learners in active learning environments, such as difficulties with collaboration, focus, or hands-on tasks.
Practical Suggestions for Teaching Strategies:
Teaching Adaptations: Recommendations for modifying teaching practices, such as incorporating flexible deadlines, varied instructional methods, and enhanced support systems.
Inclusive Curriculum Design: Strategies for designing curricula that accommodate neurodivergent learners, including the use of universal design principles and adaptive technologies.
Professional Development: Encouraging ongoing training for educators on neurodiversity and inclusive teaching practices to better support neurodivergent learners.
Collaboration and Support: Building partnerships between educators, students, and support services to create a cohesive and supportive learning environment for neurodivergent learners.

Developing marketable plant science research skills through course-based applied research modules.

Barta, Csengele

Poster Presentation (90 minute session)

A major challenge for plant biology students across disciplines such as ecology, organismal biology, conservation and molecular biology is meeting the increasing demand for hands-on experiences in cutting-edge research techniques which are essential for securing research internships, graduate placements and employment. Traditional student-faculty research and inquiry-based labs provide such experiences but are limited in scope and accessibility. To address these limitations, Course-Based Undergraduate Research Experiences (CUREs) have gained traction in STEM education through offering structured research experiences which generate new knowledge, involve collaboration and extend beyond the classroom. While CUREs are well-established in molecular sciences and chemistry they remain underdeveloped in organismal and ecosystem-level studies.

This work bridges that gap by presenting case studies of two upper-division CURE modules in plant sciences at MWSU: Plant Morphology (BIO307) and Plant Physiology (BIO440). Rooted in the instructor’s research, these modules immerse students in plant growth, development, and environmental interactions while employing industry-relevant investigative techniques. By engaging in studies with unknown outcomes students not only deepen their understanding of plant science but also gain insight into the scientific process itself. While not formalized yet through targeted assessment, informal student feedback highlighted gains in interdisciplinary appreciation and critical thinking, scientific writing, teamwork and collaboration. Additionally, participation increased interest in research and related career opportunities.

Assess for Success: Using Simulation to Prepare for Specialty Nursing Practice

Barger, Elizabeth, Evans, MacKenzie, Nold, Laura, Grove, Traci

Poster Presentation (90 minute session)

A challenge facing nursing programs is finding opportunities for students to engage in patient care in varied contexts. Challenges nursing faculty face in providing these experiences include limited placements, shortage of nurses and educators, and clinical site restrictions (Aebersold,

2018). These challenges are more prevalent in specialty clinical areas. Simulation-based learning is an evidence-based applied learning modality to engage undergraduate nursing students in clinical decision-making in a controlled setting. Standardized assessment is a key factor when facilitating simulation as evidenced by the standards from the International Nursing Association of Clinical Simulation and Learning (INACSL), the leading authority of healthcare simulation (INACSL Standards Committee, 2021). In a Midwest pre-licensure nursing program in the United States, three specialty nursing courses implemented standardized assessments to enhance the simulation experience and ensure compliance with recommendations from INACSL. The Creighton Competency Evaluation is used to assess student competencies in assessment, communication, clinical judgment, and patient safety. Simulation facilitators use this standardized assessment tool for every student engaged in the simulation experience. Self- and peer-reflection are utilized during the debriefing process as a formative assessment method. Additionally, students provide anonymous assessment feedback regarding the simulation experience and their learning. This allows course faculty to assess the student perception of the simulation experience. These assessment methods serve to ensure the applied learning experience is effective. These tools have shown to be effective in assessing nursing simulation. Other disciplines utilizing simulation or other applied learning experiences should consider adopting standardized assessment tools to ensure equitable and fair assessment practices.

References

Aebersold, M. (2018). Simulation-based learning: No longer a novelty in undergraduate

education. The Online Journal of Issues in Nursing, 23(2).

International Nursing Association for Clinical Simulation and Learning (INACSL). (2021). INACSL Healthcare Simulation Standards of Best Practice with the Support and Input of the Global Community. https://www.inacsl.org/healthcare-simulation-standards.

Hayden, J., Keegan, M., Kardont-Edgren, S., & Smiley, R. A. (2014). Reliability and validity testing of the Creighton Competency Evaluation Instrument for use in the NCSBN National Simulation Study. Nursing Education Perspectives, 35(4), 244-252. DOI: 10.5480/3-1130.1

PAR for the Course: Using Participation, Attendance, and Reflection for Assessment in a Flipped Public Relations Classroom

Costello, Lori

Roundtable Discussion (30 minute session)

The PAR model is built around three key components:

Participation: Students engage in in-class activities such as case study evaluations, film analyses, crisis simulations, event planning projects, mock press conferences and debates, and campaign pitches, which gives them the opportunity to apply theoretical knowledge to real-world scenarios. This active learning approach encourages critical thinking as students must analyze, synthesize, and evaluate PR strategies in dynamic situations.
Attendance: By attending collaborative, experiential learning sessions, students develop self-confidence and accountability. Attendance also ensures that they actively contribute to class discussions, strengthening their problem-solving and relationship-building skills.
Reflection: Guided reflection and group discussion encourage students to connect classroom activities to theory, deepening their understanding of core PR concepts while enhancing self-assessment and critical thinking. These reflections also allow students to articulate their thought processes and learn from successes and setbacks.

It Takes an Army: Data Management Strategies across Non-Complementary Reporting Requirements

Parham, Douglas

Roundtable Discussion (30 minute session)

The annual reporting requirements for academic programs within higher education can be overwhelming for not only new program directors, but also experienced ones. These reports include how programs are imagining, building, tracking, and crediting Applied Learning experiences for students. They can be frustrating for everyone involved in the process.

The Department of Communication Sciences and Disorders at Wichita State University (Wichita, KS) has four independent degree programs, including two accredited clinical graduate programs. Our annual reporting requirements beggar belief, but are shared by everyone else in our similar program spheres across the United States:

(1) Annual reports to the Council on Academic Accreditation (CAA) of the American Speech-Language-Hearing Association (ASHA) for two clinical graduate programs, (2) eight-year Reaccreditation Applications for both clinical graduate programs, (3) annual educational surveys to ASHA (all four degree programs), (4) three-year Self Studies to the Kansas Board of Regents (all four degree programs), (5) annual surveys to the Association of Schools Advancing Health Professions (ASAHP; all four degree programs), and (6) a handful of other reports no less critical to how our Department of CSD is evaluated by external adjudicators.

It is a reality to both experienced and new program leaders that no one report contains 50% of the relevant data for another report. In most cases, the reporting mechanism for one platform is not compatible with another platform. This means that it is rarely the case that most of the data collected for one report can be cut-and-pasted into another report. It takes a village to raise a child; it takes an army to complete our annual reporting. And yet, we do it every year because we must.

This presentation will describe what we do in the Department of CSD to meet our mandatory reporting demands, how we leverage data to fit the requirements of non-intersecting and non-complementary reporting requirements, and how we attempt to minimize our frustrations with these processes moving forward. We will share a particular situation related to our Applied Learning requirement that went sideways quickly, but ended up on the positive side for our clinical graduate students.

The presentation will end with an open discussion among attendees about helpful strategies to overcome data management limitations, barriers related to university support, staffing constraints, and other hindrances to effective and—more importantly—efficient reporting that program leaders face.

Traumatized and Displaced Children: What’s there to learn about their attachment styles?

Nylund, Lauren

Undergraduate Poster Session (90 minute session)

I have always been interested in how parenting influences the development of children. My experience as a practicum student at Noyes Home for Children has led me to research “untypical upbringings” where the children are facing homelessness, serious illness of parents, or children who are awaiting a foster placement, which led to research focusing on attachment styles of traumatized and displaced children. I conducted a systematic literature review on this topic revealing major differences between attachment styles of children who are living in foster care and children who are in institutional care, due to factors including quality of attachment between caregiver and children and sensitivity and quality of care from caregivers. As a result, I am better equipped to understand the needs of these children by being more receptive to the quality of care needed to help them thrive throughout their childhood and into adulthood.

Enhanced Larynx Education through Integration of 3D Models with Cadaveric Resources

Stone, Erian, Gandhi, Krinal, Collie, Olivia

Undergraduate Poster Session (90 minute session)

Introduction: The larynx, originating from endoderm and mesoderm, is in the cervical region above the trachea and esophagus. It is divided into three sections: supraglottis, glottis, and subglottis, and is supported by a complex arrangement of muscles and vasculature. Knowledge of laryngeal anatomy is essential for medical procedures like endotracheal intubation and cricothyrotomy.

Hypothesis: This study hypothesizes that combining three-dimensional (3D) modeling with cadaver prosections enhances understanding of laryngeal anatomy and physiology.

Materials and Methods: Participants included high school students with basic anatomy knowledge and undergraduates experienced in cadaveric dissection. They were divided into three groups: Group 1 used only 3D models, Group 2 used only cadaver prosections, and Group 3 used both. Each group took a pre-quiz, attended a 20-minute lecture on laryngeal anatomy, and engaged in a 45-minute practical session before taking a post-quiz.

Results: Scores were categorized into low (0-4), medium (5-7), and high (8-10) ranges. Group 3 achieved the highest scores in the high range, followed by Group 2. Group 1 had the most varied scores but the fewest in the high range.

Discussion: The study found that the dual approach of using 3D models and cadaver prosections provided a comprehensive understanding of laryngeal anatomy, enhancing both spatial and detailed anatomical learning.

Conclusion: Integrating 3D models with cadaveric prosections offers superior educational experience in anatomy studies, combining detailed anatomical visualization with interactive spatial understanding.

Documentation and Organization of the Leo A. Galloway Herbarium

Paw, Oh, Burnsides, Maya

Undergraduate Poster Session (90 minute session)

An herbarium is a critical resource for biodiversity, ecological and evolutionary research studies. Herbaria consist of dried preserved plant specimens that have been collected over broad geographic ranges and over many years. The Leo A. Galloway herbarium housed in the biology department at Missouri Western is comprised of dried, preserved, and annotated specimens of ~ 3000 valuable plant species, particularly native to the mid-western United States. The herbarium collection is maintained and stored in Agenstein Hall in the biological sciences department. Dr. Leo A. Galloway, a former biology faculty, was a plant taxonomist and he worked on the genus Abronia, which belongs to the Nyctaginaceae family.

During the spring of 2025, I’ve recently started cataloguing angiosperms. I’ve catalogued 10 angiosperm species, 9 of which are monocots and 1 is eudicot. I am sorting the specimens and maintaining a spreadsheet. I group them in columns of “family, new family, genus, new genus, species, variety/subspecies, new species, scientific name, and number of specimens.” This categorization is based on the International Code of Botanical Nomenclature and taxonomical hierarchy.

Ferns and allies (Pteridophytes) are seedless vascular plants that reproduce via spores and include groups like ferns, horsetails, lycophytes, and a few other related plants.

Gymnosperms are flowerless vascular plants that reproduce via exposed seed, borne on cones, and they include conifers (such as pines, firs, and spruces), cycads, ginkgo, and gnetophytes (such as Ephedra). Angiosperms (flowering plants) are vascular plants that produce seeds enclosed within a fruit, which develops from the ovary of a flower.

I have also physically organized the specimens in cabinets alphabetically by their old family, genus, and species name. This is to not make it confusing with its folder that already has the family name on it even if there’s a change to it.

Our goal is to continue working on separating the species into their specific families and groups of gymnosperms/angiosperms of the remaining specimens in our herbarium, to be indexed into the Index Herbarium, maintained by the New York Botanical Garden’s William and Lynda Steere Herbarium. Future plans involve collaborative initiatives towards digitizing the specimens, and building a website showcasing the entire collection, with a link to access it virtually through Missouri Western’s biology department’s website. In a world of virtual research and learning, this will prove to be immensely valuable.

Combining Concepts: Increasing Interest and Understanding of Chemistry Through a Comprehensive Visual and Mathematical Gas Activity

Tarrant, Seville, Harris, Sarah

Undergraduate Poster Session (90 minute session)

After a whole semester of teaching general chemistry to a class full of students, many of them still bomb the same questions. In order to combat this, past ACS exams were examined to find the most problematic topics and an activity was created that combined many of these. The students tended to struggle the most when combining concepts like stoichiometry and molarity. The activity was designed to be fun and engaging for the students, using balloons and fire to capture their attention while including chemistry concepts such as the natural gas law, density, stoichiometry, dilution, molarity, exothermic and endothermic reactions, and neutralization. With the main goal of increasing understanding in these concepts, the student’s performance in class before and after the activity along with their final ACS scores were all examined. Then the hypothesis of an engaging activity better encouraging learning was tested through providing surveys to students before and after the activity while also giving the surveys to various control groups. One particular control group for measuring interest were two different grades of middle school students. This not only gives a great perspective for the interest portion of the study but helps foster curiosity in chemistry for the younger students.

Applied learning through professional internships: Fisheries Biologist Internship with Missouri Department of Conservation

Justus, Angel

Undergraduate Poster Session (90 minute session)

During the summer of 2023, I participated in an internship with the Missouri Department of Conservation (MDC) Fisheries group with the NW Regional Office. I had a wonderful internship experience with the Missouri Department of Conservation. It was a great experience opportunity that enabled me to gain a better understanding of how important fish management is. I would recommend this internship opportunity to other students.

Collegiate Wanderlust: The Transformation of Curriculum to Travel

Carviou, James, Deka, Teddi

Workshop (60 minute session)

One of the definitive moments of a college experience often involves some type of compliment to a well-defined curriculum. The pedagogical advantages of immersive educational experiences are far-reaching as they put course content into context. Specifically, students can be connected to the “place(s)” they are studying about. This enhancement brings their intellectual pursuits to life. In this session, hear from faculty members at Missouri Western who have first-hand experience incorporating study away trips, domestic and abroad, into their courses.

Attendees will travel with the presenters, beginning with the conceptual framework of the course curriculum and continuing to the execution of a study-away trip. Participants will gain insight into how to advance course content to include study-away experiences and how to find and work with outside agencies and administration.

The workshop will include how to begin by investigating course content and sites, including identifying inter-departmental partners, timelines, external agencies, and university administration. Next, the workshop will focus on recruitment, marketing, and fundraising. The workshop will conclude with how to incorporate the immersive experience into course content and lessons to prepare students for travel.

Academic Culture Change from Minor to Major Chord: Applied Learning Insights and Techniques

Winkel, Lance

Workshop (60 minute session)

Academic institutions can often fall into patterns of stagnation, particularly in the wake of challenges such as budget cuts, high faculty turnover, and the lingering effects of global disruptions. These circumstances can create a culture of resignation—what I call “minor chord energy,” characterized by a sense of loss, nostalgia, and diminished momentum. When I arrived at MWSU, I recognized the need to shift that energy toward a more dynamic, optimistic, and creative mindset—a “major chord energy” rooted in enthusiasm, innovation, and a fearless pursuit of new possibilities.

This presentation shares insights and practical techniques for catalyzing a cultural shift from minor to major chord energy in academic settings. By embracing applied learning, fostering bold ideas, and creating opportunities to showcase student work, we can build a culture of excitement and growth. The goal is not merely to inspire but to create sustainable momentum, where students and faculty push creative boundaries, and programs generate outcomes that recruit and motivate future cohorts.

This talk will explore methods for developing enthusiasm within their programs and learn how to design high impact events and showcases that highlight student achievements. It will offer strategies for identifying and removing friction points while focusing on a growth mindset and continuous improvement. I will share ways to balance aspirational ideals with practical delivery, ensuring that innovation becomes a regular part of any institution’s identity. Together we can reimagine academic culture—not as a space for reflecting on limitations, but as a launchpad for fresh ideas, exciting possibilities, and a renewed sense of purpose.

NOTE: While I intend this to be a 60 minute Workshop, if space is not available I can also make it into a 20 minute Oral Presentation.

From Ouch to Awesome

Bowman, S. Portico

Workshop (60 minute session)

Sometimes we teach, and other times we must learn. The critique experience is a “critical” hinge that controls how effective we can be in either role. Liz Lerman, dancer, choreographer, and exceptional human being, offers a humane, teachable, and learnable four-step method that transformed my perspective on what can, and should happen in a critique setting.

I met Liz when she was the keynote speaker at a ceramics conference. She took 4,000 of us through the rudiments of her process in eight minutes. I was grouped with two young people from Syracuse University. This was not a writing seminar, but within six minutes, working through the Critical Response Process, one of them asked me, “Why are you judging your characters?” And I realized I was.

This experience sent me back to my university where I cancelled the plans I had pending for a sabbatical application to go to Newfoundland. I created a new proposal that allowed me to work with Liz for one month at Arizona State University during her first year as the Institute Professor at the Herberger Institute for Design and the Arts.

The presentation can be adapted to a twenty minute presentation, or a one hour workshop. In either case I will facilitate learning the fundamental protocol, we will analyze and come to understand how and why the Critical Response Process works. We will practice the process and you will experience how the process can work for you. The Critical Response Process is not just good for art and writing. It is a powerful tool for life and it comes to be a way of communication effective in analyzing human endeavors that cannot, nor should they be “graded.”