Poster presentations are opportunities for faculty members to share effective and innovative teaching using compelling, large-format print displays. Posters will be on display throughout the week and will be presented at the festival opening reception:
Poster Presentation Details
Redesigning On-Ground Engagement for an Online Course
Edie Barnard, Adjunct Faculty, Communications & Journalism Department
The online course MEDC 4100: Media Law, was recently redesigned for Spring 1, 2011 in an attempt to utilize the activities and current event discussions found in the on-ground version. The on-ground version of the course contains activities, discussion, and a group project which needed to be redesigned for the online setting. The redesign was such a success that much of the visual and interactive content developed for the online class is now also used to engage on-ground students.
The Language of Business: Interpreting Financial Statements 101
Eddie Schwertz, Adjunct Professor, Business Department
Anyone who has taken an accounting course soon learns that the balance sheet is the language of business. What happens if you have not had the benefit of business and accounting courses and you are asked to prepare a business plan that includes financial statements?
Students register for the Introduction to Business to learn business terms and operations. Most of them have very little or no background in business. One requirement of the online course is that students must include financial statements in their business plan as the final assignment of the course. So how do you quickly teach students enough about accounting in about three or four weeks so they can prepare a business plan with income statements, cash flow statements, and balance sheets?
This poster session details the steps taken in the Webster University BUSN 5000: Introduction to Business online classes by the course mentor to move from a simple business outline in 2000 to a sample business plan in 2002, a detailed financial statement and entry matrix guide in 2003, two sample business plans in 2009, and finally the current Beta version of the Financial Statements Tutorial in 2011. Steps taken to introduce the tutorial as a pilot in the 2011 summer term, as well as initial outcomes and student feedback, are discussed.
From Fear to Fortitude: A Case Study on Learning to Teach Online
Melissa LaMonica, Instructional Designer, Online Learning Center
With the advancement of technology comes the advance of technology in education. To keep up with the increasingly plugged in world, online classes are revolutionizing where and when people learn. These classes reach more students in remote areas, allow nontraditional students to complete their courses on their own time, and allow for very diverse discussions as the students can be all over the world. This works well for those who are growing up with the technology and those who are technology savvy. But what about the traditional instructors and their jump across the digital divide? Few feel confident enough in the technology to make the jump to teaching online courses. This poster session looks at one instructor who has taught traditionally for years before being encouraged to take the leap and teach an online course. We will discuss her initial fears and her reflections on the experience.
Development of a Game-based Simulation for Improving Teacher Pedagogical Knowledge
Basiyr Rodney, Assistant Professor, Multidisciplinary Studies Department
Teacher decision making is an essential component of student success in the classroom. Pre-service teachers require a great deal of Technology Pedagogy and Content Knowledge (TPACK) in order to successfully move into a classroom of their own. In order for them to acquire these dynamic and high-level skills teacher training experiences must model effective practices that foster engagement, content learning and authentic. The use of games and simulations are a novel approach preparing teachers to develop TPACK. Games add an element of "fun" and play to any exercise. Simulations provide opportunities for pre-service teachers to engage in the types of decision-making that they would engage in during their actual practice. When simulations are coupled with games high levels of engagement and learning are embedded in the experience. A game-based simulation can provide alternative opportunities for clinical practice. In this poster presentation, we examine an attempt to design, develop and evaluate a teaching game for pre-service teachers called "Teacher of the Year!" The poster will outline the purpose of the game along with design elements such as the game context. Targeted real-life classroom scenarios that are embedded in gameplay will also be demonstrated.
Opening Up to Open Resources
Ryan Govreau, Representative, Online Learning Center
Tom James, Course Developer, Online Learning Center
Kate Pitman, Online Student Orientation and Support Specialist
Teri Portman, Instructional Designer, Online Learning Center
The phrase "open content" is one of today's most popular buzzwords circulating in educational publications and conference presentations. Yet the simple phrase belies the diverse group of resources offered under varying licenses from a complex group of sources. What is open content? Who creates open content and why are they willing to give away their intellectual property? What rules govern who can use or repurpose open content? Our poster will address these questions and share our findings from an in-depth exploration of the topic of open content. We will also guide our audience to online resources and recommend ways these resources can be incorporated into existing courses. Even if you choose not to use open content in practice, you'll be glad to find out what all the buzz is about.
Use of Excel Simulation for Statistics
Luba Habodaszova, Faculty, Webster University Vienna Campus
In both introductory and higher level statistic courses for undergraduate students simulation methods have been gaining attention through the use of various applets and simple statistical software. However, a simpler and in many situations more readily available tool for demonstrating basic statistical theory exists in order to improve teaching in these courses, and that is Microsoft Office Excel. Additional advantage that we want to emphasize in this presentation is "hand on" experience by simulating random samples with the Random Number Generation followed by the analysis of data with Histogram and Descriptive Statistics tool. Simulated samples within Excel can be used to show concepts like the sampling distributions and their properties. Classroom demonstration with the use of this tool include Central Limit Theorem simulation, sampling distribution of sample mean and sample proportion, confidence intervals and hypotheses testing.
Teaching with Jing
Martha (Marty) Smith, Associate Professor, Department of Math & Computer Science
Jing is a free downloadable software application which allows you to share videos and images across the Internet. This poster presentation will introduce instructors to the many ways in which Jing can be used in traditional face-to-face and online classes . By creating images and/or short, five minute videos you will be able to provide your students with quality feedback, create demonstrations, and share your student's work with others in the class.
One Day on Earth-Intro to Mass Comm. Video Project
Terri Reilly, Adjunct Professor, Communications and Journalism Department
One Day on Earth was a one-day video project that occurred on 11-11-11 worldwide. The Fall 2011 MEDC 1010(10) class, which was in session on 11-11-11 11:11 AM, decided it would be a perfect idea to submit a video for possible inclusion in the One Day on Earth movie. A perfect lesson had presented itself, one that had a direct relationship to topics covered in the course - global media, the internet, social media, video, media literacy and culture, and the class felt that it had a role in a media project that would be played out globally.
The MEDC 1010(10) One Day on Earth Video Project Poster will include footage from the final uploaded video, as well as video from the "making of" and interviews with students. The Poster's teachable moments will include: why and how to slightly shift course in the middle of a course; how to keep students on track and how to be open to unique opportunities.
Promoting Cross-Cultural Learning in Management Courses
Julia A. Skobeleva, Faculty, Webster University Vienna Campus
A cross-cultural student group is a distinguishing characteristic of universities with high proportion of international students, e.g. Webster University. The faculty members are challenged to design a learning landscape which is to encourage each student in a group to participate actively in the learning process. How to make learning in a cross-cultural group productive? The aim of this session is to disseminate innovative pedagogy of involving each student in a cross-cultural classroom and create the platform for discussion.
The Animated Professor: Creating Easy, Inexpensive, and Fun Animations to Engage Students
Janet Kourik, Professor, Department of Math & Computer Science
Instructors can easily create animations that offer many possibilities for the classroom and online. This poster describes how an instructor created a quirky, animated video clip that was successful in engaging work-weary students after a grueling midterm. The video re-energized students. Further, the students were far more comfortable and lively during the critique of the clip. Sometimes quirky and amusing can unleash those classroom inhibitions.
Find out more about making simple animation video clips for your courses. Offers great potential in investigating human resources based on accents, appearance, gender, and race.
Animation that is easy to build - inexpensive, flexible, and fun.
Awakening Intercultural Competencies Through Experiential Learning
Yupa Saisanan Na Ayudhya, Adjunct Professor, Center for Interdisciplinary Studies
Roy Tamashiro, Professor, Multidisciplinary Studies Department
Deborah Pierce, Director, Center for International Education
What learning activities enable students to gain intercultural competencies, such as awareness of cultural bias, empathy, curiosity and openness? This presentation illustrates examples of classroom activities and assignments in an Introduction to International Studies class (ISTL 1000) which contributed to student achievement in intercultural competencies. These examples include a service learning project; a team-based analysis of a global issue; and active reflections on guest speakers. Student testimonies of their learning are also showcased.
The 3R Approach: Teaching Academic Writing Through Roles, Research, and Reflection
Presenter: Lydia Wazir-Staubmann Faculty, Webster University Vienna Campus
Preparing international students for the rigors of academic writing is no easy task. The major challenge of writing instructors at any university with an international student body is to prepare students, with varying English proficiencies and from a wide range of cultural and academic backgrounds, to enter into a variety of academic departments at different levels of study. The Composition writing teacher, therefore, usually has a class with varying language levels and must prepare them for their future academic writing needs in a variety of academic contexts. The students need to learn how to produce writing that will satisfy the academic writing conventions of the disciplines into which they wish to enter.
So, what does such writing involve? Students not only need to have the skills needed to understand the information being presented, they need to have the skills to research through different sources, critically analyze the information presented, and form their own conclusions and arguments as a result. Academic writing involves developing an argument, defining terms, comparing and contrasting elements, summarizing sources, etc. Students need practice in researching, note-taking, and incorporating material from other sources in their text without plagiarism. They need training in argumentation to help build their critical thinking skills. Students also need to improve their ability to construct and communicate valid arguments, to organize longer essays, and to write under time pressure and according to deadlines.
Dr. Wazir-Staubmann's Advanced Composition class (WRIT 2000) aims to link these skills with the different students' disciplines and the topics covered in class. When students are able to slip into the roles of real people and professions when dealing with real events, they learn to better understand the relationships, positions, and issues involved. This poster will describe the process of the RRR writing exercise.