Panel Presentations | Webster University

Panel Presentations

The Transformation Effect of Webster's Global Hybrid Courses

  • Anne Browning, Program Director, Walker School of Business & Technology
  • Brad Scott, Associate Professor, Business Department, Walker School of Business & Technology
  • Roy Tamashiro, Professor, Multidisciplinary Studies Department, School of Education

Global Hybrid Courses, blending online learning with a short-term travel component, can be a "life-changing" experience for faculty and for students and can impact the internationalization of the university campus. In this session, we (1) describe the design of courses and instructional methods which make international experiences possible for nontraditional students; (2) summarize case examples of students who had life-changing or other transformative learning from international travel courses; and (3) report on lessons learned and recommendations for international travel courses and programs.

Service Learning

  • Amy Terbrock, MSN Student, Nursing Department, College of Arts & Sciences
  • Anne Schappe,Professor, Nursing Department, College of Arts & Sciences

Service Learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Through service-learning, college students use what they learn in the classroom to solve real-life problems. They not only learn the practical applications of their studies, they become actively contributing citizens and community members through the service they perform (  Effective partnerships within a community take into account the mission of the university and the needs of the community and are structured to meet both.  Teachers must plan service learning activities with the course outcomes in mind. Students can benefit from service learning in developing communication skills, critical thinking skills, collaboration skills, commitment to community, cultural competence, and self discovery. The best service learning takes place when students reflect on the activity, either in writing, or orally. Some Universities are adding a requirement that students complete a number of service learning hours as a graduation requirement.

Preventing Plagiarism

  • Ellen Mayes, MSN Student, Nursing Department, College of Arts & Sciences
  • Anne Schappe,Professor, Nursing Department, College of Arts & Sciences

Plagiarism is cheating in an educational setting.  Plagiarism can take many different forms, some of which will be discussed in this session.  Some authors estimate that 70%-75% of all college students have cheated.  This presentation will address ways to create environments that foster academic integrity.

Surviving Real World Survivor

  • Bruce Umbaugh, Professor, Philosophy Department, College of Arts & Sciences
  • Victoria McMullen, Associate Professor, School of Education


Promoting Academic Writing for Graduate Students

  • DJ Kaiser, Assistant Professor / Coordinator, Teach English As Second Lang Communication Arts, Reading & Early Childhood, College of Arts & Sciences
  • Rusul Noor, Graduate Student, MA-Teaching English as a Second Language
  • Jennifer Pierce, Graduate Student, MA-Teaching English as a Second Language

Graduate students at Webster University often need additional help meeting the demands of academic writing assignments. This session will discuss ways to organize course assignments in such a way to better prepare students for final writing assignments.  A combination of ordering assignments and identifying target academic skills for each assignment can help scaffold the skills needed for more difficult assignments like research papers.  This session will also discuss a process for remediation that gives students a "second chance" on earlier assignments while also connecting them to the Writing Center (so that they learn how to receive additional academic support in the future). This session will focus on how professors can maintain high academic standards while supporting students who need additional help meeting those expectations.

Teaching Critical Thinking and Writing Skills by Debating an Issue (Illegal Immigration) from Different Perspectives
Presenter:  Dr. Lydia Wazir-Staubmann, Advisor, Webster Vienna Campus
Countries around the world are experiencing a global increase in asylum seekers and refugees. The reason is largely because of the continuing or escalating violence in countries such as Iraq, Afghanistan, Somalia, Sudan, Sri Lanka, and most recently Syria, to name a few. Public attitudes towards asylum and immigration issues are generally - and increasingly - negative. Uneasiness about immigration has mainly to do with its consequences (social, economic and political). These attitudes are a cause for concern. Negative attitudes towards immigration may be reflected in negative behavior toward immigrants and ethnic minority groups. Negative attitudes also influence the content and direction of government policies towards immigrants (illegal and legal) and their integration into society. The purpose of this course program is to raise awareness of this ongoing issue while refining critical thinking, researching, presentational and writing skills.

Bringing the Street to Campus and Taking the Campus to the Street

  • Joe Roberts, Associate Professor, Management Department, Walker School of Business


  • Gary Rentz, Professor of Management, Management Department, Walker School of Business

In order to create and maintain relevancy and currency of management and entrepreneurship education it is critical to integrate experiential learning activities in the classroom. This presentation focuses on activities that bring the street to campus and take the campus to the street. Integration and assessment of these activities are presented and discussed.

Teaching Literature Students to Question

  • Karla Armbruster, Professor, English Department, College of Arts & Sciences & Students

Literary critic Roland Barthes once wrote that "Literature is the question minus the answer."  In the same spirit, I designed my Fall 2012 Introduction to Literature course around teaching students to ask the right questions rather than relying on the teacher to provide the right answers. My goal was to empower students to explore literature with curiosity, genuine interest, and (growing) confidence while gently nudging them to analyze texts in ways appropriate to the discipline of literary studies.  In this session, a few of my students from the class and I will discuss both my rationale for this approach as well as their experience of it, from the first day, when students found "talking poems" outside our building (Sverdrup) and examined them much like natural historians study flora and fauna, to the end-of-unit poetry test in which students wrote their own questions as well as answered them.  

Reflections on Study Abroad

  • Kimberly Mantia-Ochoa, Study Abroad Advisor, Office of Study Abroad
  • Kate Brooks, Department Assistant, Office of Study Abroad

The Office of Study Abroad staff will facilitate students' discussion of their study abroad experience at Webster.  Study Abroad Alumni will reflect on their study abroad program, reflecting upon all that they learned while abroad and continue to explore now that they have returned.