The behavior of biological cells in a “petri dish” is one of the most important tools for understanding disease progression, discovering treatment strategies, and drug screening. However, rigor and reproducibility of the findings and accessibility to several capabilities are serious challenges. A key issue is the use of highly complex, costly, and isolated pieces of equipment for a small part of the experiment. To overcome this challenge, at the Center for Lung Biology, we have developed a “LEGOⓇ bricks” approach to build an automation-based modular framework—Incubator Eye (iEye™). One of these “bricks” has provided the scientific community with an automated open-source technology to measure physical forces in the cells. The framework provided undergraduates with courses and projects to build on to make their case for higher education or seek industry jobs. Overall, iEye™ represents a sustainable approach unique to academic institutions for enhancing the quality of both research and ed
Standards and specifications are essential for engineers, yet traditional courses lack a systematic approach to teaching their interpretation and application. This pilot project utilizes the experiential learning model to prepare students for professional practice through tailored activities for all academic levels, including blueprint reading, beam design projects, guest lectures, specialized assignments, and field trips. The study evaluates the effectiveness of these modules in enhancing student learning. The presentation aligns with the conference theme by using a collaborative, hybrid approach to introduce key engineering skills. The results will interest faculty and professionals seeking to integrate standards education into their courses. Findings will be shared through an oral presentation, followed by a Q&A session.
As hybrid learning becomes the norm, educators must rethink engagement strategies to ensure student success across in-person and virtual settings. This session explores edutainment—using entertainment-based techniques to create dynamic, interactive learning experiences. Research shows that active learning boosts retention, critical thinking, and motivation, making edutainment a vital tool for the future of education. Through role-playing, multimedia, gamification, and storytelling, educators can bridge the gap between physical and digital classrooms, fostering inclusivity and equitable access. Attendees will gain practical strategies for selecting hybrid-friendly tools, designing engaging activities, and assessing student learning. By embracing edutainment, educators can create immersive experiences that keep students engaged and actively participating—no matter where they learn.
In Science Technology Engineering and Mathematics (STEM) we tend to focus on technical expertise. Oftentimes, unfortunately, this tends to be the sole focus when training our students. Focus on developing the whole-student should be paramount for STEM educators. We aspire to train practitioners that can both identify and execute novel ways to problem solve. Doing this requires developing, and practicing, a skill set for communicating our findings and thought processes.
The pandemic has created significant learning gaps, requiring innovative solutions to support student progress. This session explores how AI can help pre-service teachers facilitate small-group instruction as a targeted differentiation strategy to address pandemic learning loss. Aligned with the conference theme of innovation in education, we will examine where AI integration fits within teacher preparation programs, equipping future educators with the tools to enhance engagement, provide real-time feedback, and personalize learning experiences. The presentation will also explore data on learning loss, teacher retention, and burnout, highlighting how AI can alleviate instructional challenges. Attendees will gain insights into practical applications of AI in the classroom and strategies for ethical implementation, leaving with concrete ideas to support both student learning and educator sustainability.
The examination has been predominantly closed-book. However, due to COVID, an alternative method is open-book examinations. We tested the hypothesis that students taking open-book, open-web exams spend less time studying compared to closed-book, closed-web exams. Moreover, we tested the exam performance using questions of different types according to Bloom's taxonomy. Students were assigned either open-book or closed-book groups at the beginning of the semester. Study participants kept a study journal entering the minutes they spent daily in studying the subject and completed a post-semester survey. Study time and exam performance of each period were compared between two groups. We found that students' exam performance over different types of questions were descending as the level of difficulty became more challenging. These results suggest that students in the open-book group deal with challenging questions poorly.
This talk addresses how Padlet and Perusall were used in the International Studies capstone course in spring to increase engagement outside of class, and as an alternative to discussion board or assignments that only the instructor would read. Padlet is similar to jamboard and allows users to create interactive posts with images, text, links, videos, polls, and more. Perusall allows students to comment on and pose questions about a text or video that others also see and can interact with. Both technologies are a great way to prepare for a class discussion, or to follow-up on a topic after class. Padlet and Perusall have free versions, though they are very limited in their use, so we will briefly discuss the different pricing structures.
The implementation of artificial intelligence-based online proctoring systems (OPS) in higher education has raised critical concerns regarding student satisfaction, privacy, and AI-induced anxiety. This study empirically examines the relationships between privacy concerns, trust in technology, and computer self-efficacy in shaping student perceptions of OPS. Using a Partial Least Squares-Structural Equation Modeling (PLS-SEM) approach, we analyze survey data from 211 students with prior OPS experience. Results indicate that privacy concerns significantly contribute to AI anxiety, which mediates the relationship between trust in technology and student satisfaction. This presentation will explore practical strategies for mitigating AI-related anxiety, fostering student trust, and improving the implementation of OPS to balance academic integrity with student well-being.
With the upcoming demographic cliff, student success and retention has become a central focus in higher education. Currently, many student success courses are taught in a standard classroom setting and style, which is the exact method those students are struggling to learn in. Student success courses need to be adapted to meet the changing demands of students and address the challenges they face. This can lead to significant increases in retention of at-risk students. The recent implementation and experience of a hybrid approach will be presented as well as strategies on how to translate these changes to your institution.
AI is ubiquitous, yet its potential to support students and faculty with disabilities is often underexplored. This presentation will explore the integration of AI tools in a math course section designed for blind students, illustrating how these tools enhance accessibility and learning. We’ll discuss how the hybrid format benefits blind students and the plans to extend these AI-driven strategies to the larger, sighted course in the future. By applying Universal Design for Learning (UDL) principles, we create diverse materials and activities, ensuring multiple modes of engagement, assessment, and self-study for all students. The session will highlight the role of AI in fostering an inclusive, flexible, and future-ready learning environment.
This presentation explores how different levels of instructor presence in online video lectures—visual and vocal, vocal only, and no instructor presence—affect student learning experiences. The study investigates students' perceived connection to the instructor, engagement, satisfaction, and learning outcomes. Participants will engage in watching videos, completing quizzes, and providing feedback through surveys. The research aligns with the conference theme by addressing the evolving needs of online instruction and providing practical insights into enhancing student engagement through instructor presence. The session will offer outcomes that guide instructors in designing effective online learning environments.
As the educational and research landscape begins to evolve toward more hybrid learning environments, instructors and researchers must adopt innovative tools to manage complex qualitative data. This research talk explores how different AI platforms can streamline data organization, coding, and analysis, specifically for qualitative data related to Scholarship of Teaching and Learning (SoTL) research. Aligned with the theme "Preparing for a Hybrid Future," the session demonstrates practical strategies for integrating AI into qualitative research, enhancing interprofessional collaboration in hybrid settings. Participants will engage in live demonstrations of AI-driven tools, explore differences in the use of two different platforms, and participate in interactive audience polling to identify common challenges in managing qualitative data. By the session’s conclusion, attendees will be able to: (1) explain the potential use of AI for qualitative research, (2) discuss potential barriers to
Originating as a learning community, an African American Studies course evolved from fostering social and academic connections within the local campus to cultivating global awareness, grounded in local history. This research talk uses storytelling techniques to weave a data-driven narrative of how the course expanded students' communication and cross-cultural skills through both a virtual exchange and a study abroad experience. Participants will gain insights from both student and instructor perspectives on how these experiences enhanced communication competencies, cultural understanding, and global engagement. As a result of this transformative learning experience, enrollment in the course increased. Additionally, the course’s integration of virtual exchange and study abroad ultimately demonstrated the power of experiential learning in shaping students' academic and personal growth.
