Poster Presentations | Webster University

Poster Presentations

Poster presentations are opportunities for faculty members to share effective and innovative teaching using compelling, large-format print displays. Posters will be on display April 25-28 and will be presented at the festival opening reception:

Poster Presentation Details

Analyzing Pre-service Teacher Reflections on Video Recorded Spectrum Lessons

Basiyr Rodney, Assistant Professor, Multidisciplinary Studies Department

Fostering effective Pedagogical Content Knowledge (PCK) among pre-service teachers, is a primary concern of teacher education programs. Indeed teacher effectiveness is a major thrust of modern school reform proposals across the United States. This poster presentation partially catalogues how a class on instructional techniques brings together technology with a framework for teacher decision-making. A core aim of the class is to support implementation of effective PCK so that pre-service teachers develop a robust repertoire from which to intentionally provide for instruction that is effectively integrated with content and learner needs. Using Mosston and Ashworth's Spectrum of Teaching Styles, pre-service teachers are taught to see decision-making as an essential component of instructional planning. The study catalogues how pre-service teachers apply the spectrum in a lesson, being careful to select which range of styles they plan to demonstrate in a lesson episode. They make video recordings of themselves implementing the style. These video recordings are then used as tools for reflection. From this experience, pre-service teachers are able to intentionally focus on their decision-making role in implementing effective PCK.


Introducing and Reinforcing Core Competencies Via Self-Paced Learning Objects

Brad Scott, Business Department
Teri Portman, Online Learning Center
Pamela Bryan Williams, Online Learning Center

Time Value of Money (TVM) is of pivotal importance to students studying finance. The basic principles of TVM are developed in the introductory course and used extensively throughout the finance curriculum. As a prerequisite skill to higher level learning, it is important to provide a solid foundation in TVM for new students and to create scaffolding support for students in advanced courses. To fulfill the need, a series of self-paced learning objects were created to establish a standard for all finance students. The learning objects are chunked into logical topics that instructors can offer as support for specific topics throughout the finance program and reused indefinitely. The modules provide targeted learning and reinforcement of concepts to ensure that all students can be successful in their course.


Practice What You Teach

Frances Erwin, Adjunct Professor, Multidisciplinary Studies Department

In the course Designing Educational Technology Facilities (EDTC 5740), students learn to critique various components of educational technology facilities and their impact on student learning. They then use what they have learned to design or redesign an educational technology facility.

EDTC 5740 has been taught in a traditional face-to-face setting, as well as online through WorldClassRoom. In the traditional classroom, students participate in guided tours of local schools that implement the use of technology. The tours occurred after hours and were guided by school administrators and teachers.

As the course transitioned to WorldClassRoom, it provided students the opportunity to experience these guided tours in a virtual setting. Students observed classrooms, labs, hardware, software, equipment, support services, and mobile facilities through video interviews, still photos, and links to external resources referenced in the tours. The students critiqued the technology implementation asynchronously through whole class discussion and individualized instruction with the instructor based on the essential components of effective technology enhanced instruction. The final project in the class was for each student to create a proposal for a new or existing educational technology facility and to present and defend it to a "Board of Education" comprised of the other students in the class and the instructor.


Playing to Learn: Creating Meaningful Learning Opportunities Through Simulation

Danielle MacCartney, Assistant Professor, Department of Behavioral & Social Sciences

Students in Introduction to Sociology (ANSO 1010) may vary widely in educational backgrounds, personal characteristics, and areas of interest. As an introductory course, the instructor aims to excite learners' interest in sociology and draw a relationship between the sociological topics covered in class and the students' own lives. Introducing a game to simulate the life of a person from another race or gender improves understanding of course content by creating meaningful learning and functioning as an advance organizer for the topics that will be covered throughout the course. When students are able to experience life from someone else's perspective, they better understand latent sociological relationships, particularly between poverty and other social ills. Additionally, students are able to reflect back to their game experiences when learning about new sociology topics later in the term. This poster will describe the analysis and theoretical background that influenced the design of the game, explain how versions of a game were implemented in both a face-to-face and online setting, and provide tips for utilizing educational games in other courses based on feedback and impact on student learning.


Combining Academic Instruction, Reflective Thinking, and Meaningful Service to Enhance Learning and Promote Cross-Cultural Understanding

Deborah Pierce, Director, Center for International Education
Yupa Saisanan Na Ayudhya, Adjunct Professor, Center for Interdisciplinary Studies

A three-pronged teaching approach is applied to the Introduction to International Studies (ISTL 1000) course. Primarily, students are introduced to course content built around the International Human Rights theme both in the classroom via instructor-led discussions and participation in the International Studies Speaker Series (ISSS). The ISTL 1000 course is a pre-requisite for students seeking the BA in International Studies, and it provides perspectives on inter-cultural contact. Next, students spend a great deal of time in rich discussion and reflection, so as to generate ideas for how they can make contributions to the world. These discussions and reflections lead to deep understandings of various cultural forms and relativism. Students focus on a variety of ways to critically reflect and study cultures outside one's own. At a practical level, students consider situations individuals face with international interactions, including the negotiation of culturally different individuals who come in contact with each other. At a more theoretical level, students contemplate what presumptions occur and the ideological and philosophical positions that may be implied when one studies the way of life of another. The overall idea is to treat International Studies as a task of interpretation that requires students to reach an informed understanding of what exists elsewhere. As a final piece and in an effort to support application of learning, students are asked to participate in service learning projects. The class is separated into five groups, each one with a different service learning activity. This presentation will reveal the value in using this approach to teaching the ISTL 1000 course. The co-instructors will give their perspectives and the students will also give their experiences.


Article of the Week: Connecting Theory and the Real World

Linda Reed, Adjunct Professor, Department of Teacher Education

Sometimes the reality of the world seems far removed from the classroom. Article of the Week provides a connection between new content knowledge being introduced in the classroom and the way these issues play out in the real world.

The idea behind Article of the Week was devised by Kelly Gallagher and documented in his book Readicide: How Schools are Killing Reading and What You Can Do About It. It has been adapted for the college classroom by Linda Reed.

This short assignment turns control of a classroom to students for ten minutes and engages the entire class in discussion. One student per week is assigned an article that connects to content being studied. The article is taken from a current professional journal. Students prepare a one page written summary and analysis of the article and lead a classroom conversation regarding the topic.

The outcomes for this activity include:

  • Students become familiar with professional publications available within their content area
  • Students practice written summary and analysis skills
  • Students practice oral communication and presentation skills
  • Students connect classroom learning with real world situations


Teaching Techniques for the Foreign Language Class

Mercedes Stephenson, Adjunct Professor, Department of International Languages & Cultures

When teachers create meaningful learning opportunities, students engage more productively in the study of the subject matter. Through personalized practice, teamwork, contextualized activities in the target language and adaptation of materials to reach individual needs, multiple intelligences and learning styles, my students and I create a learning community in our foreign language classroom. We establish an environment that celebrates success, supports those who struggle, challenges the high achievers and improves the learning quality of all.

In our student-centered classroom, authentic use of the language prevails within cooperative learning activities and an integrated, inductive and task-based approach. Students are connected, engaged and inspired in an atmosphere that fosters technology use, innovative techniques, constantly changing resources, multi-sensory approaches, and frequent and consistent assessments. Ultimately, the goal is to instill and sustain the joy of learning through cross-cultural understanding, communication skills in another language and focused effort.


In-class Experiential Training Lab

Mariaimee Gonzalez, Adjunct Professor, Counseling Program

A foundation of counseling class defines and examines the philosophic bases of counseling and the helping relationship focusing on the foundational and theoretical concepts. When working with students the instructor takes the approach of intra-psychic and interpersonal depending on their needs and goals. Both work at different times but they are not enough!

Students spend time out of the classroom reading about counseling skills/knowledge and when in the classroom work at solidifying these ideas by doing in-class experiential training labs where students participate in experiential training exercises/activities. These are live counseling activities by students in front of peers and instructor that include: role playing, regular evaluation of professional counseling skills development, and techniques. Benefits of classroom experiential training lab include:

  • On-hands practical deliverance of the basic counseling skills and tenets
  • Development of interpersonal skills, professional identity, counselor role and teamwork
  • Observation and collaboration between instructor and student

By allowing the students to jump into the deep end with both feet, the instructor is able to help them learn how to swim with these teaching tools. These tools with be discussed and examined by the presenter.


Developing a Computer-supported Collaborative Learning Environment Across Universities

Mary Ann Drake, Associate Professor, Department of Nursing

Faculty volunteers were solicited on a professional listserv (Association of Community Health Nurse Educators). A social networking site was developed with 11 faculty from universities across the United States and over 100 undergraduate community health nursing students. A "ning" was developed, discussion groups were formed and moderated by participating nursing faculty. In the winter of 2010, the faculty/student groups viewed the Public Broadcasting System's (PBS) film Unnatural Causes - Is Inequality Making Us Sick? Over 500 postings were made in a three week experience.


3D Images: Teaching in the Third Dimension

Karl M. Kindt, III, Adjunct Professor, Center for Interdisciplinary Studies

Three dimensional (3D) imaging is a simple technology with potential to aide in student learning through activities designed to capture and present an aspect of reality in depth as well as width and height! The goal of instructional activities that use 3D imagery is to involve students in projects that help them understand the role dimension plays in the real world in which they live and learn. Example images used with this presentation are selected to demonstrate how simple and easy it is to incorporate 3D examples into varied courses. Examples shown are images related to topics in science, history, geography, math, art, photography, and more. 3D glasses are available to participants, and a complimentary disk that contains free 3D image creation software, instructions, and example images is available upon request. Presenter Karl Kindt is also available to speak with you or your class about this technology and its application in your discipline.


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