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 throughout the week in the East Academic building and will be presented at the festival opening reception.

Poster Presentation & Opening Reception
Monday, February 18, 3:00-5:00pm
East Academic Building, 253/262

Shot in the Dark by 007: Modeling the Writing Process through Guided In-Class Activity

Presenter: Carla Colletti, Assistant Professor, Music Department

As instructors, we often complain about our students' writing abilities, yet we have trouble addressing the problem as we struggle to find meaningful ways to help students improve. This presentation outlines a content based in-class activity that models the writing process, taking the student from the research phase through revision in a directed way. After being given a research question (How is the image of the "spy" created through music?), students are asked to listen to musical excerpts and make observations about the music they heard, essentially collecting data about their topic. In groups, students then used their observations to collaboratively write one paragraph addressing an aspect of the research question. These paragraphs were then distributed to each student as part of an in-class peer review and revision workshop. By participating in this process, students were able to see writing and revision in action, and the activity helped them identify specific ways to improve their own writing.

Techniques for Encouraging International Student Participation in the Classroom

Presenter: Carolyn Trachtova, ESL Coordinator & Lecturer, College of Arts & Sciences-International Languages & Cultures Department

The increase of international students studying at Webster-St. Louis has been a benefit to teachers and students alike. International students add a fresh perspective on topics and encourage American students to think critically about their own interactions with the world. However, even students with advanced language proficiency can feel uncomfortable with the open discussion format typical to many courses and other elements of interaction that are commonplace in American university classrooms. This can lead to frustration for professors who want equal participation from all students as well as for international students who feel they are not as capable as their peers. This poster aims to provide instructors with techniques for creating a more comfortable classroom experience for international students and encourage them toward equal participation in their academic classes.

Dig In: Embedding Librarians at Webster University

Presenter: Emily Scharf, Instructional & Liaison Librarian, Emerson Library

Instruction and liaison services librarians at Webster University Library are instrumental in teaching students the research skills they need in order to succeed both at Webster and once they leave. To reach students throughout the Webster community, librarians get creative. This poster will discuss the ways we teach students essential research skills whether or not they can make it to our library. Librarians are embedded in course shells for online and in person classes to monitor discussions, answer questions, and offer research consultations. We also partner with teaching faculty to provide research instruction for students throughout the entire course. This poster will also discuss outreach efforts in the form of online research guides, video tutorials, and other help given to faculty and students.

Webster History in a Box: a Class Activity with Primary Sources

Presenter: Kathy Gaynor, Instruction & Liaison Services Librarian. Emerson Library

My poster will describe an activity involving archival materials that has been used successfully in classes ranging from First Year Seminars to MAT graduate classes. Primary sources (e.g. photographs, yearbooks, etc.) representing specific decades in Webster's history are put in a series of boxes. Working in groups, students divide up the boxes and learn about life on campus during the past 95 years. Students share their observations on the decade they have chosen with the class and the archivist adds remarks to help put these historical objects in context. This activity was recently used in a First Year Seminar class and overwhelmingly positive feedback on it was gathered from the students via an anonymous survey. My poster will also explore how the activity could be modified to be used in other classes. For example, instead of a general chronological approach, primary source materials could reflect a narrower theme such as women, minorities, social activism, etc. I will also outline how this activity could be used in an online format.

Learning About Leadership Through Profiles and Model Building

Presenter: John Buck D.Mgt., Associate Dean of Students

When it comes to teaching and learning about leadership, Mello (2003) suggests that instructors and students are faced with an extensive and, at times, very confusing body of literature that illustrates the complexity of the study, practice and understanding of leadership. This poster session will show how the application of Mello's approach of teaching about leadership - through the development of leadership profiles and model building activities - help deepen the understanding of leadership by undergraduate and graduate students at Webster. The session will highlight the Leadership Profile Paper assignment, a project embedded within the syllabi of an undergraduate leadership foundations course (INDZ 2750) and masters-level managerial leadership course (MNGT 5670), designed to clarify the complexity that Mello describes above by integrating contemporary leadership thought and theory with their personal observations and experiences. Elements of the University's undergraduate leadership development program (WebsterLEADS) will be shared as context for the undergraduate perspective with this project. Examples of student model creations, learning outcomes, in-class elaborations on the project, and integration into the course curricula will be discussed and critiqued.

Collaborative Student Research


  • Mary Lai Preuss, Assistant Professor, Biology Department, College of Arts & Sciences
  • Aaron McCrary, Student, Biology Department, College of Arts & Sciences
  • Anthony Fairman, Student, Biology Department, College of Arts & Sciences
  • Paul Rosenthal, Student, Biology Department, College of Arts & Sciences

The independent research venue has always been a valuable experience for students. They have the opportunity to take ownership of a specific project and carry it out. Setting up research projects in a way that invites students to collaborate with one another adds additional benefits to the experience. We have developed a research topic that includes students from different areas of biology and computer science. This past semester three students worked with me as a team on the same project. They shared ideas, mentored each other in the lab, and coordinated efforts to get experiments done. Once a week there was a “lab meeting” to keep everyone updated on the latest results. Standardized protocols and scientific articles of interest were shared online via Dropbox. A social networking chat application was used for sharing of thoughts and ideas outside of the lab. The combination of these activities enabled the development of a tight research group with shared interests, shared information and a shared learning experience.

Applications of Computer Technology to Chemical Education

Presenter: Herman Krueger, Assistant Professor, Biology Department, College of Arts & Sciences

This poster focuses on various ways in which computer technology can be used in chemical instruction, both in the classroom and in the laboratory. Two main areas of emphasis will be computer-based homework assignments and molecular visualization software. There now exist a variety of sources of computer homework—both in chemistry and in a number of other disciplines. Some sources are free, while others are sold by independent vendors or by textbook publishers. The pros and cons of these sources will be considered along with the general effectiveness of computer homework as a teaching tool. Many different software products also exist that can be used for depicting the structure and behavior of molecules. Various laboratory experiments that have been built around these programs are presented along with other ways in which such technology has been used in laboratory instruction. Future plans in this area will also be considered.

The Bijlmer Project: Classroom OUTDOORS


  • Sheetal Agarwal-Shah - Faculty Member, Department of Behavioural and Social Sciences, Webster Leiden Campus
  • Marie Thompson - Head of Department of Behavioural and Social Sciences, Webster Leiden Campus

The Bijlmer Project is a collaborative project between Webster University (Leiden) & CARF (Christian Aid & Resources Foundation) situated in The Bijlmer area in Amsterdam, the Netherlands. The project investigates the prevalence of the psychological, social and cultural impact of sex trafficking on women, men and children and is a scientific attempt to highlight the contemporary picture of human trafficking in the Netherlands and its neighboring countries. The long-term objective of the study is to gather independent information to develop a peer- based intervention program that can be implemented by the faculty and students of Webster for organizations that work at the grass root level. The project provides internship experience at the community level for students of Webster University (Leiden) and to help students become local foot soldiers and “GLOBAL thinkers”, sensitizing them to the larger issue of Modern Day Slavery. The Bijlmer Project takes research into classrooms, and provides an opportunity for the students to step into the real world e.g. a field trip into the red light district of Amsterdam or a walking tour in the Bijlmer conducted by a local photographer. This experiential learning results in what we as instructors strive for: A SHIFT IN PERSPECTIVE!

The Impact of a Webster Global Hybrid Course


  • Anne Browning, Program Director, Walker School of Business & Technology
  • Hannah Verity, Global Programs Director, College of Arts & Sciences

Global Hybrid Courses, blending online learning with a short-term travel component, can benefit faculty and students and can impact the internationalization of the university campus. In this display, we will describe the design and instructional methods used in these courses. Through visual, written, and video testimonials, we will summarize case examples of students and faculty positively impacted by their short-term study abroad experiences. This poster will demonstrate why students and faculty should encourage them to do so.

Developing & Using Learning Objects


  • Brad Scott, Associate Professor, Business Department, Walker School of Business
  • Melissa LaMonica, Instructional Designer, Online Learning Center

This poster will present examples of works from varied Webster University educators and others to present topics used in the INTB-Global Topics courses, and possibly others. Learning objects (LOs) feature topics such as Global Citizenship, Tragedy of the Commons, and Sustainability. LOs featured include contributions from faculty from the Business Department, Art Department, and Education's Multidisciplinary Department. The LOs are designed to be offered online, but also be available for use in other educational venues.

“How'm I Doin'?”

Presenter: Carolyn Cottrell, Director, Webster Kansas City Campus

Getting and giving feedback is one of the most powerful influences on learning and achievement (Hattie, 2007). Are students learning what you are teaching? How do you know? There are dozens of quick and informal ways to collect information from students to see if they are understanding the meaning of ideas and concepts in your course (nodding heads only means that neck muscles are working). Both formative and summative feedback also helps students set goals, which improves learning and the instructor-student dynamic. Material is also taken from Angelo and Cross's Classroom Assessment Techniques.

The 16-minute Debate

Presenter: Melissa Joy Benton, Adjunct Faculty, Media Communications Department, School of Communications

It takes 16 minutes to teach students how to discuss and decide differences. It takes 16 minutes to teach students how to structure an argument logically and clearly. It takes 16 minutes to teach students to critically reason. By teaching and using debate skills in the classroom experience, students are able to boost confidence, increase engagement for learning and strengthen public speaking skills. Through the art of adding mini debates in classroom learning across the discipline, an instructor can elevate haphazard arguments into an intelligent and tolerant discussion of controversial issues. I introduce you to the lesson: The 16 Minute Debate. The 16-Minute Debate is a poster presentation demonstrating to faculty across all disciplines how to implement debate in their course curriculum. The poster serves as a visual demonstration of the lesson planning process and the application of the lesson plan. For example, faculty will be able to view both the lesson planning: tools and content needed and how to implement the lesson plan in their curriculum.

Designing Course Content Beyond Our Disciplines: Towards a Model for Shared Course Content

Presenter: Liz Miller, Electronic/Photographic Media Department, School of Communications

A traditional Art course on Color Theory is cross-listed with a Media course and expanded to address its topic more holistically, with the goal of exposing students to content drawn from broader multidisciplinary and multicultural perspectives, in order to expand the applicability of the course content. In doing so, it came to light that a number of lectures in the course could be delivered collaboratively with other faculty specializing in overlapping fields. In designing such a course, opportunities surface for the involvement of faculty beyond a single discipline, and beg questions such as: Could we be doing this more often, with more courses, and if so, how might we structure these cooperative, collaborative endeavors?

Incorporating Sustainability into the Hybrid Course “Branding in Vienna” through Corporate Visits

Presenter: Julia Skobeleva, Webster University Vienna

Using a hybrid format, coupled with both study abroad and CEO presentations, this poster shows the underlying structure of cross-cultural learning in terms of the grounded theory which originates from earlier empirical research and explains the process underlying the learning and knowledge creation in top management teams with a focus on sustainability and marketing in a global context.