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Presentation Abstracts

Conference Theme

Teaching & Learning Amid Shifting Landscapes 

Teaching and Learning are consistently being challenged with changing regulations, laws, and technologies. These changes are reshaping how courses are designed, how content is delivered, and how students engage in learning. These shifting landscapes can be both challenging and opportunistic. Educators are continually adapting their teaching methods to respond to changes in the political climate, legislation, and evolving technologies to ultimately meet the needs of students. This flexibility ensures that teaching remains relevant and effective, to both serve and prepare students to thrive in our rapidly changing world. Our work in education is not just about keeping pace with the array of changes we face, but about excelling through what may be uncharted territory to enhance our mission—and to improve outcomes for our learners and ourselves 

 

Fireside Chat 

Ballroom – 9:10am to 9:45am  

A conversation with Nicole Kraft 

Hosts: Academy of Teaching  

Nicole Kraft (School of Communication Professor of Practice, kraft.42@osu.edu)  

Summary: Forthcoming

 

Talks

Enriching the Honors and Scholars Experience Using ePortfolio as a Common HIP (Pfahl Hall Room 340, Breakout 1 talk A 10:00am – 10:15am) 

Presenters: Teresa Johnson (Academic Enrichment, johnson.674@osu.edu), Julie Humbel-Courtney (Academic Enrichment, humbel-courtney.1@osu.edu), Corrie Pieterson (Academic Enrichment, pieterson.1@osu.edu)  

  • Abstract: Students in Honors and Scholars at The Ohio State University engage with a multiyear ePortfolio to collect, integrate, and reflect on their academic and co-curricular experiences. ePortfolio is recognized as a “meta-HIP” (high-impact practice) that can support and enhance benefits gained from other HIPs (Watson et al. 2016). In this interactive presentation, the authors present the design process for a scaffolded yet flexible ePortfolio that aligns with a multitude of pathways traversed by Honors and Scholars students. These paths provide the basis for ongoing efforts to build partnerships with instructors, student offices, and programs across campus. The resulting collaborations, coupled with multiple student engagement strategies, are incorporating community, well-being, mentorship, career thinking, signature experience, reflection, and synthesis into the Honors and Scholars ePortfolio experience. The authors hope by the end of the session you will consider joining their growing coalition of Honors and Scholars partners, as well as feel empowered to infuse a growing repertoire of ePortfolio pedagogies into your own work with OSU students 

 

From Isolation to Innovation: The Power of Communities of Practice in Higher Education (Pfahl Hall Room 340, Breakout 1 talk B 10:20am – 10:35am)

Presenters: Shannon Gonzales-Miller (Undergraduate Education, gonzales-miller.1@osu.edu),  Niki Jaburek (Undergraduate Education, jaburek.2@osu.edu)  

  • Abstract: Higher education often navigates rapid shifts in policy, technology, and student expectations meaning instructors must adapt quickly and often independently to keep pace. This is especially challenging when teaching as part of an instructional team with a shared curriculum and objectives. This session introduces a structured community of practice that transforms these challenges into opportunities for collaboration and growth. This innovative, progressive and faculty centric model connects over 200 instructors from every Ohio State college and campus, creating a diverse network that freely shares resources, mentors new and returning faculty, and ensures consistent, high-quality course delivery. Weekly on-line team meetings, and dedicated MS Teams channels foster real-time problem-solving and collective innovation. The latest iteration—a team dedicated to new hires, led by a seasoned instructor and educational developer—illustrates the power of this approach. For these instructors, weekly meetings reduce isolation, accelerate confidence-building, and provide timely answers, enabling them to focus on student learning rather than logistical hurdles. Attendees will gain practical strategies for designing and sustaining communities of practice that promote equity, enhance teaching effectiveness, and improve outcomes for both students and educators in an era of constant change. 

 

Keeping "Ally" at the Heart of Digital Accessibility (A11y) (Pfahl Hall Room 340, Breakout 1 talk C 10:40am – 10:55am) 

Presenter: Sarah Dove (College of Medicine, sarah.dove@osumc.edu)  

  • Abstract: As institutions expand their use of educational technology, the demand for robust digital accessibility grows, particularly with the updated standards now required by Title II of the Americans with Disabilities Act (ADA). Standards such as the web content accessibility guidelines (WCAG) provide essential baselines, yet minimum requirements can inadvertently exclude learners whose needs fall outside traditional disability frameworks or whose learning activities rely on tools that accessibility rules sometimes restrict. This presentation will argue for a more flexible, context-responsive approach to digital accessibility—one that balances adherence to standards with intentional design choices that expand rather than constrain learning opportunities. By reframing accessibility as a spectrum of supportive practices rather than a checklist, instructional designers and educators can better accommodate diverse learner profiles while still prioritizing usability, equity, and legal compliance. The talk explores how emerging educational technology can extend the reach of accessibility without compromising instructional integrity. Additionally, it examines strategies for navigating and responding to minimum digital accessibility standards at The Ohio State University to account for pedagogical necessity, mitigate potential barriers, and compose robust rationale when deviations from strict interpretation are appropriate. Attendees will leave with frameworks for making informed, inclusive decisions that support both compliance and authentic learning. This presentation seeks to demonstrate how institutions can think more expansively about accessibility practices to serve broader populations—especially those whose needs are less visible or unaddressed by existing standards. Ultimately, embracing flexible accessibility not only fosters equitable reach but strengthens the overall learning ecosystem by centering human diversity, instructional context, and ethical design 

 

Community-Engaged Learning in Practice: Leveraging University‚ Community Partnerships to Support Local Latino Communities (Pfahl Hall Room 240, Breakout 1 talk A 10:00am – 10:15am) 

Presenters: Yahaira Rose (Proyecto Mariposas, yahaira.rose@oppeace.org), Stephanie Aubry (Spanish and Portuguese, aubry.9@osu.edu) 

  • Abstract: This breakout session presents a model of ethical community-engaged learning developed through a long-standing partnership between The Ohio State University and Proyecto Mariposas, a Columbus-based nonprofit that supports Latina girls and mothers. Grounded in participatory action research and critical service-learning frameworks, the project repositions students not as volunteers providing service, but as learners guided by community partners whose expertise shapes both pedagogy and outcomes. Drawing on the service-learning course Spanish in Ohio, the presenters will discuss how OSU students develop intercultural competence and Spanish language skills through semester-long projects embedded in community programming, including mentorship in K-12 schools, cultural celebrations, and an initiative addressing period poverty. The session highlights how these experiences respond to shifting educational landscapes by offering equitable, locally grounded alternatives to study abroad while deepening students’ ethical awareness of migration and resettlement, and of reciprocity. The presentation will also examine how university resources – such as scholarly exchanges, archival expertise, and institutional funding – can be leveraged to support community capacity building rather than short-term or extractive engagement. The presenters will also discuss how Proyecto Mariposas serves as a site of mentorship and collaboration, supporting OSU students in developing skills, expertise, and lasting community connections that remain meaningful long after the semester ends. The session will conclude with a facilitated discussion inviting audience members to reflect on their own outreach and engagement practices and to share strategies for building sustainable, community-centered partnerships. Attendees will leave with concrete examples and guiding questions for aligning teaching, research, and outreach with the needs and priorities of local communities. 

 

The Impact of One Day: Measuring Learning Gains by Professionals Continuing their Education at OSU (Pfahl Hall Room 240, Breakout 1 talk B 10:20am – 10:35am) 

Presenters: Ashley Orr (Glenn College of Public Affairs, orr.321@osu.edu), Greg Moody (Glenn College of Public Affairs, moody.67@osu.edu), Sandra Miller (Glenn College of Public Affairs, miller.2551@osu.edu)  

  • Abstract: Working professionals re-engage with Ohio State University through many professional development programs. In this talk, we describe a pilot survey assessment of the Management Advancement for the Public Service (MAPS) program at the John Glenn College. Working with 5 instructors and over 10 single day courses serving over 200 participants, we co-designed and implemented a pre-course survey and post-course survey assessment. These participant survey assessments measure pre- and post-course self-efficacy on measurable course learning objectives and ask participants to complete an aligned skill assessment at the start and end of the course. Combining this data, we document pre-post course self-efficacy evaluation improvements by learning objective and by course. We also examined whether there were statistically significant improvements in measured skills. In this talk, we document how a single day can have significant impacts on student participants’ sense of self-confidence/efficacy and their observable skills. For example, in one course we show large improvements in self-efficacy of course learning objectives: gains between 12 and 53 percentage points (or .6 and 2 s.d.). Measured skills also increased, with a 41 percent point assessment score gain. Talk attendees will leave the presentation with ideas for how to implement similar pre-post assessments in their own teaching.  

 

Preparing the Next Generation Teaching Development for Trainees (Pfahl Hall Room 240, Breakout 1 talk C 10:40am – 10:55am) 

Presenters: Kristine Cline (Pharmacy, cline.644@osu.edu), Brianne Porter (Pharmacy, porter.618@osu.edu)  

  • Abstract: The need for teaching-capable graduates in health professions, and in many other academic disciplines, continues to rise. Yet post-graduate training pathways provide little to no formal preparation in evidence-based teaching. As higher education navigates shifting landscapes in learner needs, digital ecosystems, and instructional accountability, new educators must enter instructional roles prepared to effectively teach from day one. To address this gap, The Ohio State University College of pharmacy developed a comprehensive, asynchronous, discipline-specific development hub designed for pharmacy post-graduate trainees (residents and fellows) to supplement the instructional activities in the Teaching and Learning Training (TLTP). This asynchronous development hub is grounded in 1) The Science of Learning, 2) Principles of Learning Design, 3) The Learning Environment, and 4) Foundational Learning Management (LMS) Skills and aims to serve as a structured pathway toward foundational teaching competence in a rapidly evolving educational climate. Participants engage in sequenced theory-to-practice modules integrating teaching strategies, evidence-based design, and facilitated practice to strengthen foundational knowledge, confidence, self-efficacy, and instructional readiness. While this specific development hub was developed for pharmacy education, its structure, pedagogy, and implementation are adaptable and discipline-agnostic. This presentation will offer a replicable model for others seeking to cultivate stronger teaching development pathways. 

 

Launching AI Fluency: Redesigning GE Bookends for an Evolving Learning Landscape (Pfahl Hall Room 230, Breakout 1 talk A 10:00am – 10:15am) 

Presenters: Allison Schultz (Michael V. Drake Institute for Teaching and Learning, schultz.875@osu.edu), Niki Jaburek (General Education Bookends, jaburek.2@osu.edu)  

  • Abstract: As AI technologies rapidly reshape both academic and professional landscapes, students increasingly need structured opportunities to build foundational AI Fluency. In response, the GE Bookends Launch Seminar introduced three intentionally designed AI learning units during its most recent course redesign in Summer 2025. These units; Understanding Generative AI & How It Works, Using AI Effectively and Ethically, and AI and Scholarship: Evaluating, Citing and Reflecting, were developed through a cross-campus collaboration involving faculty across colleges and campuses, instructional designers, and student success leaders. This presentation will share the design process behind these three units, including the philosophies that guided development: transparency, low-stakes exploration, process over product, and equity in student readiness. Presenters will describe how each unit was scaffolded to meet students where they are, from surfacing their assumptions about AI, to helping them evaluate AI-generated content, to building confidence in appropriate academic use aligned with university policies. In addition, the session will highlight instructor supports created for rollout, review high-level plans for how AI Fluency will be extended into the Reflection and Connection seminars and how assessment of course assignments can lead to change in course activities and facilitation. The talk will demonstrate how curriculum can adapt quickly yet thoughtfully to emerging technologies without losing sight of developmental needs in the first-year transition.  

 

Surveying the Landscape of Student Perspectives on AI Usage and Ideas to Improve Student Reporting of Its Use (Pfahl Hall Room 230, Breakout 1 talk B 10:20am – 10:35am) 

Presenter: Matt Boggus (Computer Science & Engineering, boggus.2@osu.edu)  

  • Abstract: Today’s students have a wide range of perspectives on the use of AI in their work processes. In this talk, results will be presented of a survey taken by students in a junior project Computer Science course about their usage of AI for assistance on team projects and exam work. One noteworthy perspective is in students treating AI prompting as comparable to performing an internet search, which diminishes the perceived importance of citing details of sessions with AI. Without proper instructional emphasis, student reports on their usage of AI can be very limited and underrepresent the extent of use. A comparison of data summarizing student reports on AI use will be shown to demonstrate the impact of two different processes of instructing students to write such reporting information, in order to work towards messaging to improve student awareness on the impact on learning that AI use can have and ensure better reporting so that instructors can collect data to more accurately assess those impacts on learning. 

 

Teaching Engineering Technology Amid Shifting Technologies: Evidence from a Materials Lab and an Evolving AI-Supported Framework (Pfahl Hall Room 230, Breakout 1 talk C 10:40am – 10:55am) 

Presenters: Ranjith Kumar Abhinavam Kailasanathan (Integrated Systems Engineering, ak.3@osu.edu)  

  • Abstract: Rapid shifts in educational technologies—including changing access to professional software, the emergence of generative artificial intelligence, and evolving workforce expectations—are reshaping how courses are designed, delivered, and assessed. These shifting landscapes challenge instructors to adapt instructional practices while preserving rigor, equity, and meaningful student learning. This session presents an evidence-based instructional framework implemented in undergraduate engineering technology courses at The Ohio State University, with particular emphasis on a materials-focused laboratory sequence, and examines how the framework is evolving in response to technological change. The instructional approach centers on a scaffolded, iterative learning workflow engaging students in design, analysis, digital manufacturing, physical testing, and structured reflection. In the materials laboratory, students work in teams to design and fabricate components, conduct standard materials testing, and compare experimentally measured properties with predicted behavior. Students document assumptions, analyze discrepancies between expected and observed results, and iteratively revise designs or test procedures. Structured reflection prompts require students to articulate sources of error, material limitations, and design tradeoffs, reinforcing conceptual understanding and professional reasoning. Assessment evidence is drawn from graded lab reports, design iterations, reflection artifacts, and rubric-aligned evaluations of communication and teamwork. Results indicate improved quality of technical explanations, stronger alignment between analysis and experimental results, and increased student confidence in working with unfamiliar tools and constraints. These findings informed instructional adjustments to better support students’ ability to transfer knowledge across tools, materials, and problem contexts. Building on this evidence, the session outlines a planned evolution of the framework to incorporate AI as a cognitive support within the materials laboratory and related coursework. Proposed AI-supported activities include assisting students in interpreting test data trends, generating reflective prompts, and supporting early-stage design reasoning, while maintaining clear expectations for transparency, critique, and accountability. The session connects directly to the conference theme by demonstrating how evidence-based teaching practices can evolve incrementally amid shifting technological landscapes. Participants will leave with transferable strategies for designing laboratory and project-based learning experiences that integrate emerging technologies while strengthening student learning outcomes across disciplines. 

 

The Need for Compassionate Pedagogy in the Shifting Landscape of Higher Education (Ballroom, Breakout 2, 11:15am – 12:00pm) 

Presenters: Vicki Pitstick (The Drake Institute, pitstick.10@osu.edu), Darcy Granello (Counselor Education, granello.1@osu.edu)  

  • Abstract: As the landscape of our society and higher education continues to shift, our college students are facing uncertainty and may be feeling a lack of control over their lives. We also know many are also combatting loneliness and depression (Healthy Minds Study: National Report, 2021-2022). As faculty, it can be difficult to know how to best help these students when they are clearly overwhelmed by academic work and life. It can be difficult to create healthy boundaries with students who are struggling (Denial, 2024). Compassionate Pedagogy creates a climate that promotes well-being, can enhance capacity for critical thinking and academic success (Felten & Lambert 2020), and encourages students to reach out for help while also providing faculty appropriate strategies to support them (Jazaieri, 2018). In addition, Compassionate Pedagogy can help create a classroom where students feel valued, respected and empowered to succeed both academically and personally while maintaining high expectations and academic excellence. The presenters will lead participants in conversations around this practice and share tools and resources to help them integrate Compassionate Pedagogy into their own classrooms. In addition, participants will be invited to help validate a Compassionate Pedagogy Instructor Self-Assessment being developed at Ohio State. 

 

Teaching Distracted Students - Simple Yet Effective Strategies for Engaging Learners (Pfahl Hall Room 340, Breakout 2 talk A 11:10am – 11:30am) 

Presenter: Ann Bartman (Occupational Therapy Division College of Medicine, ann.bartman@osumc.edu)  

  • Abstract: The purpose of this session is to address an issue all faculty face - students are distracted in the classroom and it’s impacting their learning! Martin et al. (2025) described digital distraction as the interruption of learner’s concentration during academic tasks. Causes for distraction were technology distractors, personal needs, and the instructional environment itself. Such distractions lead to decreased classroom performance for the individual student and those around them. Whether courses are lecture based, have lengthy time frames, dry subject matter, or are delivered virtually, many barriers exist to capturing and sustaining student attention. According to Lang (2020), there are five types of attention, and faculty have the ability to capture each type with just a little planning and intentionality. This session will offer an overview of each of the five types of attention and how to engage students by piquing their interest via each type of attention. The presenter will lead the audience through active brainstorming of teaching strategies and learning activities that capture student attention (such as learning their names, modular classes, brief polling, physical movement, and other strategies to engage students no matter their interest in the subject!). Attendees will write one technique each on a 3x5 notecard. Then, attendees will be asked to consider a topic, lecture, or lab they teach and restructure it using the notecards to capture student attention through an engaging class structure. Attendees will leave with a “toolbox” of activities and an understanding of how to use their toolbox to capture student attention and improve learning outcomes. 

 

Writing Without AI (Pfahl Hall Room 340, Breakout 2 talk B 11:35am – 11:50am) 

Presenter: Rebecca Mason-Vergote (Spanish and Portuguese, masonvergote.1@osu.edu)  

  • Abstract: This talk will present options for structuring writing assignments without AI, in such a way that students are disincentivized from looking to prohibited resources, rather than policing student work to identify instances of academic misconduct. While the use case is a second-language writing course, the takeaways are applicable to courses outside that specific scope. The ubiquity of generative AI has left many instructors faced with the choice between embracing AI usage and prohibiting it. While many courses have been restructured to implement ethical AI usage, there are valid reasons for teaching courses without AI. However, instructors who choose not to integrate AI may feel that their only options are to create a proctoring panopticon to police electronic submissions or require handwritten essays; the former is cumbersome and the latter is quite unnatural for 21st-century students and instructors alike. SPAN3403 is an Intermediate Spanish Composition that serves as one of several orientation courses for majors and minors. The course structure, particularly the writing assignments, are heavily influenced by the concept of "noticing" (Schmidt 1990) in L2 acquisition and the ACTFL can-do statements, which ask L2 learners to reflect on their autonomous communicative language skills and which are used in self-assessments in weeks 1 and 15. In this course, instructors have not integrated AI into the course structure, opting to instead foster autonomous writing and editing skills through: scaffolded composition processes with low-stakes (for-credit) early drafts; guided peer review; guided self-edits; and instructor feedback that targets content and organization at initial stages and focuses on grammar and lexicon only after several rounds of content revisions, followed by one-on-one feedback conversations. Consequently, students are encouraged to view errors as a neutral but necessary and surmountable step in their language growth, rather than failures to be avoided at all cost, making them less likely to look to generative AI to help them produce perfect drafts while also fostering a sense of confidence in their own written language skills. At the same time, instructors spend less time preventing and identifying academic misconduct, and more time focusing on helping students develop critical awareness of their strengths and weaknesses as writers in Spanish. 

 

(Pfahl Hall Room 340, Breakout 2 talk C 11:55am – 12:10pm) 

Click, Collaborate, Go! Seven Drivers for Energizing Online Learners 

Presenter: LaVada Washington, PhD, MSW, LISW-S (College of Social Work, washington.176@osu.edu)  

  • Abstract: This session explores how the Seven drivers of team effectiveness—capabilities, cooperation, coordination, communication, cognitions, conditions, and coaching—can be effectively adapted to support student success in online higher education settings. Originally designed to enhance workplace team performance, these drivers will be reinterpreted through an academic lens to strengthen collaboration, engagement, and teamwork within virtual classrooms. Participants will learn how each driver can shape instructional practices, foster digital and academic skill building, and create supportive, well coordinated learning environments. The presentation will include practical examples of integrating the drivers into online courses, including tools for student engagement and virtual adaptations of previously in person activities. Strategies that promote psychological safety, clear communication, and positive coaching interactions will be highlighted. Audience members will be encouraged to contribute insights and reflect on applications within their own teaching contexts. As a takeaway, participants will identify one to two drivers to implement immediately in their online classrooms to enhance team effectiveness and student connection. 

 

The Secret to Boosting Student Performance: High Care, High Expectation Classrooms (Pfahl Hall Room 240, Breakout 2 talk A 11:10am – 11:30am) 

Presenter: Mary Sterenberg (School of Communication, sterenberg.2@osu.edu)  

  • Abstract: Evolving technologies mean that many instructors spend less face time with students, and a September 2025 Inside Higher Ed article cited a Healthy Minds Study finding that only 36 percent of college students are thriving and student use of mental health resources continues to climb. In this environment, many faculty feel caught between two pressures: supporting students with increasing needs and upholding high expectations for performance. But research shows these goals work best together. Students thrive when instructors combine supportive relationships with clear, firm academic standards. One of the most underestimated tools for improving student performance while maintaining a high bar for performance is how instructors communicate. Students don’t just respond to the content of teaching; studies show they respond to even small cues instructors send about whether they matter and whether instructors believe they can succeed. Caring and communicating aren’t soft skills for faculty – they are performance catalysts. And there are small, intentional moves every instructor can make to build the authentic connections that empower students to achieve more academically. This session will offer practical ways to build a “High Care, High Expectations” classroom across disciplines. Participants will explore how specific communication strategies, syllabus language, feedback habits and classroom norms can strengthen connections with students and consider easy and immediate ways to incorporate small changes in their courses. 

 

Weaving Research and Teaching in a Course-based Undergraduate Research Experience (CURE) Pharmaceutical Sciences Labs (Pfahl Hall Room 240, Breakout 2 talk B 11:35am – 11:50am) 

Presenters: Nicholas Denton (College of Pharmacy, denton.58@osu.edu),  Sebastian Meekins (College of Pharmacy, meekins.17@buckeyemail.osu.edu)  

  • Abstract: Authentic research experiences play a critical role in shaping students’ scientific identity, confidence, and persistence in STEM. However, access to undergraduate research apprenticeships remains limited, particularly for high-enrollment programs where students vastly outnumber research faculty. Course-based Undergraduate Research Experiences (CUREs) offer a scalable model for authentic student discovery by embedding research into required coursework. To determine whether CURE-redesigned laboratory courses enhance student science identity, research competencies, and teamwork skills, we conducted a comparative study incorporating both a CURE cohort and a traditional non-CURE laboratory cohort. Students enrolled in the CURE section (N = 23; AU24–AU25) participated in a redesigned laboratory curriculum integrating hypothesis-driven inquiry, experimental design, molecular biology and medicinal chemistry techniques, iterative troubleshooting, and group dissemination of findings. A traditional, skills-based non-CURE laboratory section (N = 58; AU25) served as a comparison group. All students completed pre- and post-course assessments using the validated Persistence in the Sciences (PITS) survey, measuring project ownership, self-efficacy, science identity, scientific community values, and networking. Students also completed the Entrustable Professional Activities for pharmacology research and Enhancing Learning by Improving Process Skills in STEM (ELIPSS) rubric assessments to quantify research skills development. CURE students demonstrated statistically significant gains in total PITS score (+10.9%, p < 0.01), particularly across project ownership–content (+9.5%, p < 0.05) and self-efficacy (+16.2%, p < 0.01) domain predictors of long-term STEM persistence. In contrast, non-CURE students exhibited no significant pre–post changes across any PITS domains (all ns). Comparative analysis further revealed that only the CURE cohort experienced meaningful improvements in EPAs for pharmacology research competencies (+22.0%, p < 0.01). ELIPSS data also showed strong growth in research planning, preparation, and experimental execution among CURE students. Incorporating CUREs into pharmaceutical sciences laboratory curricula significantly enhance students’ confidence, ownership of scientific work, and perceived research competency compared to the traditional laboratory cohort. The inclusion of a non-CURE comparison group provides compelling evidence that authentic, discovery-based learning experiences uniquely drive improvements in students’ research skill development and scientific identity. These findings support broader implementation of CURE models as an equitable and scalable strategy to strengthen undergraduate research training. 

 

Simplified Specifications Grading in an Accelerated Course (Pfahl Hall Room 240, Breakout 2 talk C 11:55am – 12:10pm) 

Presenters: Jennifer Walters (Department of Chemistry and Biochemistry, Walters.782@osu.edu), Josie Nardo (Department of Chemistry and Biochemistry, nardo.11@osu.edu), Matt Wu (Department of Chemistry and Biochemistry, wu.6250@osu.edu) 

  • Abstract: Specifications ("specs") grading is an alternative grading method that focuses on mastery and competency. Although specifications ("specs") grading has shown success in traditional classrooms, its application in accelerated courses remains unpublished. This research investigates the effectiveness of specs grading in an accelerated large-enrollment organic chemistry course, where students learn Organic 1 and 2 in one semester. A simplified specs model was developed and tested, with preliminary results suggesting improved student outcomes. Historical data highlight trends in understanding and satisfaction following course redesigns. This talk will offer attendees the opportunity to learn more about an alternative grading format and how they might consider implementing it in their courses. 

 

The Orgo Quest: Leveraging Generative AI to Find the why (Pfahl Hall Room 230, Breakout 2 talk A 11:10am – 11:30am) 

Presenter: Andrea Baldwin (Chemistry and Biochemistry, baldwin.369@osu.edu)  

  • Abstract: For many students, organic chemistry is perceived as a “gatekeeper” course, an arbitrary hurdle rather than a professional foundation. When students fail to see the relevance of the curriculum to their future careers, their sense of belonging and academic motivation suffer. To address this disconnect, the OrgoQuest was developed as a tiered pedagogical intervention that uses Microsoft Copilot to personalize the student experience and foster a deeper connection to the material. OrgoQuest activities guide the student through three AI-based modules designed to build investment and self-efficacy via professional relevance, metacognitive strategy, and professional inclusion. This presentation will share quantitative and qualitative data from pre- and post- activity surveys, highlighting positive shifts in student attitudes regarding course value and self-efficacy. Overall, the OrgoQuest ignited student interest by revealing personal connections to organic chemistry that had previously remained hidden. Guided AI interactions can successfully transform the narrative from “gatekeeping” to “gateway,” helping to cultivate a more inclusive and motivated classroom. 

 

Spock Pods and the School of Athens: A Vision for the AI Future of the University (Pfahl Hall Room 230, Breakout 2 talk B 11:35am – 11:50am) 

Presenters: Steven Brown (Department of Philosophy, brown.2703@osu.edu), Matthew Stoltzfus (Chemistry & Biochemistry, stoltzfus.5@osu.edu)  

  • Abstract: This talk presents “Spock Pods and the School of Athens,” a framework for understanding how AI may transform higher education. Spock Pods represent individualized, AI-supported learning environments offering adaptive pacing, immersive explanation, and continuous personalized tutoring. Yet education is not only individual: universities also function as embodied communities of dialogue, mentorship, collaboration, and shared purpose—captured by the metaphor of the School of Athens. We examine how this tension plays out across childhood education, higher education, lifelong learning, and later-life study, and consider the future of assessment and credentialing in an AI-rich world. We argue that sustainable educational futures will combine personalized AI learning with collaborative human communities, producing education that is more individualized, more social, and more humane. Our central claim is that the university of the future will not be replaced by AI but transformed by it. Sustainable educational models will emerge from a productive tension between personalized AI learning (Spock Pods) and collaborative academic communities (the School of Athens), creating education that is simultaneously more individualized, more social, and more humane. 

 

Teaming Up to Teach A.I. Tips from the College of Engineering and College Medicine for Collaborating to Meet the Provost (Field) Goal (Pfahl Hall Room 230, Breakout 2 talk C 11:55am – 12:10pm) 

Presenters: Alex Grieco (Biomedical Education and Anatomy, College of Medicine, grieco.11@osu.edu), Jennifer Simmons (Professional and Distance Education Programs, College of Engineering, simmons.232@osu.edu), David Tomasko (Chemical and Biomolecular Engineering, College of Engineering, tomasko.1@osu.edu)  

  • Abstract: Visionary educational initiatives create great opportunity for innovation, and for creation of academic programs that will best serve the learners and the institution together, in the way of workforce development and other needs. However, such initiatives are not blueprints for the design or administration of programs, and prompt creative thinking and the need for collaboration. This is particularly the case when the relevant areas of content and pedagogical expertise extend between units and departments — and far more so, between colleges as a whole. Amid shifting teaching and learning landscapes, educators need and deserve support for the “who, what, when, and how.” Through this session, we will share a framework for developing an intercollegiate collaboration between the College of Engineering (COE) and College of Medicine (COM) that serves duly to address the Provost’s initiative for fluency in artificial intelligence (A.I.), and to align with the projected exceptional growth of the workforce in bioinformatics and health-related A.I. Our proposed session will guide attendees in reflecting on the current content — or need for content — related to AI within their and their home departments’ educational offerings. We will provide a blueprint that the COE and COM developed through addressing the need for intercollegiate collaboration: challenges, opportunities, navigating departmental missions, and emphasizing shared goals rather than “ownership/turf.” We will demonstrate that the resultant agreement developed between departments and/or colleges, typically in the form of a memorandum of understanding (MOU), is not the end product but the foundation for future educational programming. In recognition of the unique challenges and “niche” nature of health-related A.I., we will approach the session through a broad perspective that participants will be able to generalize and adapt for their respective areas and needs; specifics of the COE-COM collaboration will provide examples, rather than a prescriptive “how-to.” In this regard, by providing participants with insights, a framework for the approach, and a method of bringing together critical shareholders, we will invoke the theme of the conference by providing a useful, adaptable template that can be used through the continuously shifting landscapes for teaching and learning at OSU. 

 

Posters 

All posters will be on display in the Ballroom and Lobby, of the Blackwell throughout the conference. Poster presenters will be available to discuss their research from 1:00pm – 1:30pm.

 

Unifying Academic Entities: Enhancing Student Experience and Access in the University Honors Program 

Presenters: Julie Humbel-Courtney (Office of Student Academic Success, humbel-courtney.1@osu.edu), Teresa Johnson (Office of Student Academic Success, johnson.674@osu.edu), Chip Tuson (Office of Student Academic Success, tuson.1@osu.edu)  

  • Abstract: This presentation shares a campus-wide initiative to unify Honors education across colleges and regional campuses at Ohio State University. Through collaborative creation of university-wide Honors Program Standards, stakeholders established consistent academic expectations and improved access for students changing majors, transferring, or relocating between campuses. Housed in an academic center, the University Honors Program fosters excellence by standardizing requirements while supporting diverse student pathways. Attendees will gain insight into the timeline, outcomes, and communication strategies used to engage the campus community—offering a model for simultaneously unifying and enhancing Honors education at complex research institutions. 

 

Making the positive foundation of statistics learning 

Presenters: Steephanson Anthonymuthu (Statistics, anthonymuthu.1@osu.edu), Sanjeewani Weerasingha (Statistics, weerasingha.1@osu.edu)  

  • Abstract: Statistics has proven its status as the most powerful and essential interdisciplinary science because of its reach in all areas of science, engineering, agriculture, business, and education. This reflects there is a growing importance of teaching statistics in a careful and thoughtful manner. It is important to make good and positive impression about the learning of Statistics especially among the students who take Statistic as general education. One thing that all instructors have in common, regardless of who and what they teach in statistics, is having students who are skeptical about the effective usage of Statistics learning (eg., Loannidis, 2005; Shrout1 & Rodgers 2018). How can our classroom activities motivate and inspire students to overcome such misunderstanding? The purpose of this study was to discuss correct and incorrect use of Statistics in scientific work with students. At the beginning of the semester, approximately 300 students in an Introductory Statistics class participated in a classroom survey activity designed to gather information on their general feelings toward Statistics. Throughout the semester, students engaged in multiple classroom discussions about the correct/incorrect use of statistical concepts. At the end of the semester, another classroom survey activity was given, and the results showed that students had overcome misconceptions and developed a better understanding of Statistics usage. 

 

Reading Comprehension and Numeracy Demands of Examination Questions: A Comparative Analysis of Student Cohorts Affected by 2019–2020 Schooling Disruptions 

Presenters: Brittney Mize, Nicolas Denton, Naomi Williams 

  • Abstract: Recent scholarship has identified significant academic challenges facing college students in the aftermath of the COVID‑19 pandemic, particularly in reading comprehension, testing anxiety, and numerical reasoning. Studies document measurable declines in reading achievement alongside increased anxiety levels, with learning disruptions during the 2019–2020 academic period identified as a primary contributor (Edwards et al., 2023; Kuhfeld et al., 2023; Ortega‑Barba et al., 2024). Additional research suggests that heightened reading complexity within examination questions may further disadvantage post‑pandemic students, who often exhibit reduced reading proficiency and elevated cognitive load during assessments (Tabullo et al., 2024). This session presents a comparative analysis examining whether students educated during different stages of pandemic‑related schooling disruptions demonstrate differential performance on examination questions with varying reading and numeracy demands. To investigate the role of reading complexity, the presenters analyzed exam questions using a free text readability analyzer provided by Lumos Learning (Free Text Complexity Analysis Tool Online | Lumos Learning, n.d.). This analysis enabled classification of exam items by reading level and facilitated exploration of relationships between textual complexity and student performance outcomes. In parallel, the study examined whether questions requiring greater levels of mathematical calculation were similarly correlated with student success. Drawing on cohort‑based assessment data, this session shares emerging evidence regarding how linguistic and numerical demands embedded within exam questions may unintentionally function as barriers to demonstrating disciplinary knowledge. The session emphasizes the instructional and assessment implications of these findings, particularly for faculty seeking to support student learning in post‑pandemic classrooms. The session aligns with the conference theme by foregrounding equity‑minded assessment practices and highlighting how design choices in examinations can either mitigate or exacerbate learning challenges stemming from systemic disruption. Participants will leave with research‑informed insights and practical strategies for evaluating and adjusting assessment design to better support comprehension, reduce unnecessary cognitive load, and promote student success across diverse cohorts. 

Back to the Future: The Imperative of Scholarly Teaching in a Disrupted World 

Presenters: Kerry Rubadue, Anna Yocom 

  • Abstract: Disruptors in politics, education, and technology continually present both challenges and opportunities for teaching and learning. Such disruptions can cause educators to rush to embrace innovations without ensuring that our responses to those disruptions are grounded in evidence-based practices. We contend that scholarly teaching grounds our practices and the curriculum in empirical teaching methods that transcend such disruptions. “Scholarly teaching is an intentional practice informed by evidence, research on teaching and learning, well-reasoned theory, and critical reflection. The main goal of scholarly teaching is to maximize learning (Potter & Kustra, 2011). Its practices are strategic and become part of a teaching identity,” (Indiana University Indianapolis, Center for Teaching and Learning [IU Indianapolis CTL], n.d.). Scholarly teaching is the application of the research mindset to the art of instruction. It involves a cycle of inquiry: identifying a problem, consulting existing literature, collecting classroom evidence, and applying those insights to teaching. Unlike traditional scholarship, which seeks to contribute to a broader field through publication, scholarly teaching focuses on the immediate impact within one's own classroom (Georgia Institute of Technology, Center for Teaching and Learning [Georgia Tech CTL], n.d.). Certainly, though, scholarly teaching can and does lead to the dissemination of traditional scholarship. While AI can assist in this process, the human must take center stage in the loop to accurately implement scholarly teaching, emphasizing the imperative to ensure that instructional methods rely on academic scholarship versus the unverified instructional advice that instructors may receive from AI. Scholarly teaching ensures that we achieve Ohio State’s mission to improve outcomes for our learners and ourselves while striving for AI fluency. The Teaching Taxonomy “offers a roadmap for professional development and growth. For educational developers, it offers a vocabulary for programming and conversations about pedagogical innovation. For administrators, it provides a structure for mentoring new and veteran faculty,” (Indiana University Indianapolis, Center for Teaching and Learning [IU Indianapolis CTL], n.d.). This taxonomy provides a practical framework for conference attendees to embrace their own growth toward scholarly teaching.  

 

Making Complex Biomedical Topics Understandable: Redesigned Slides and Concept Maps to Improve Comprehension and Engagement with Primary Literature 

Presenters: Pooja Acharya 

  • Abstract: This Teaching-as-Research (TAR) project explores how redesigned lecture slides and concept maps can improve undergraduate comprehension of complex biochemical pathways for a mixed population of STEM and non-STEM students. Cholesterol and oxysterol signaling pathways serve as the primary focus, with glycolysis/gluconeogenesis and the citric acid cycle as additional examples of dense, visually challenging pathways. Using cognitive load principles, layered content, and concept mapping, materials are designed to reduce overload while maintaining scientific depth. Guided prompts encourage engagement with primary literature, and responsible AI use is incorporated as a learning assistant. Feedback from 3–5 peers will assess clarity, comprehension, and engagement. This approach is novel in its combination of learner-centered visual design, literature engagement, and AI-supported active learning to enhance understanding of traditionally difficult pathways.  

 

Am I AI Fluent within FEEP Classes and Beyond? Pre-Service Teachers’ AI Interpretation Across Teacher Education and School Contexts 

Presenters: Tatiana Chaiban 

  • Abstract: The First Education Experience Program (FEEP) aims to bridge the gap between teacher education and the reality of PreK–12 classrooms, training future educators. However, the adoption of new institutional priorities, particularly AI fluency within an institution, introduces an additional challenge to ensure coherence across practice, coursework, and policy. This study aims to assess how the First Education Experience Program (FEEP) at an AI-leading university incorporates artificial intelligence (AI) and how pre-service teachers interpret its applicability to both coursework and fieldwork and alignment. Therefore, the question is whether the implementation of AI fluency policy is bridging the gap between teacher education and the classroom or contributing to it.  

 

LOGICA: Reframing Instruction Through UDL and HOTS 

Presenters: Dian Sawitri 

  • Abstract: This study aims to develop the LOGICA instructional framework, designed to support different learning preferences grounded in Universal Design for Learning (UDL) principles. LOGICA consists of six structured steps: Listen, Observe, Gather, Identify, Create, and Assess, which guide instructors in designing accessible and engaging learning experiences. Using a Research and Development (R&D) approach, the study involves framework design, expert validation, and iterative revision. Data will be collected through expert evaluation using validation instruments and qualitative feedback. The expected outcome is a valid and practical instructional framework that supports diverse learners and enhances inclusive classroom practices 

 

Lunch Discussions 

All Lunch Discussions will occur in the Ballroom of the Blackwell from 12:30pm – 1:15pm. 

 

Small Changes, Big Signals: Redesigning Office Hours for Connection 

Host: Amanda Donahue (Undergraduate Education, donahue.276@osu.edu)  

  • Abstract: Small Changes, Big Signals is a facilitated group discussion on making office hours more welcoming, useful, and aligned with what instructors intend them to be. We’ll explore how instructors currently use office hours, whether those practices produce the connection and insight they want, and practical tweaks that help students feel comfortable engaging. A key focus is communicating the vibe of your office hours—what they’re for, how they work, and why students should come. For many students, office hours are a new experience; in high school, help-seeking was informal and relational—quick questions before or after class, in hallways, or on the sidelines. We need to help students recognize the shift to what is expected as a university level. We’ll also draw on a successful model from our SpringForward Summer Enrichment Program and online summer course, where office hours are built into the curriculum as brief, structured check‑in meetings. In these check‑ins, students ask content questions, share their stories, outline goals, and seek advice. Year after year, end‑of‑term surveys name this as a favorite part of the program—students report finally connecting with a faculty/staff member, discovering solutions they hadn’t considered, and feeling more connected to the university. Instructors, in turn, gain real-time feedback on what’s working, what isn’t, and what students hoped to learn—enabling timely adjustments that improve the class for everyone. 

 

Designing Learning for Trust, Agency, and Care in Shifting Educational Landscapes 

Hosts: Romena Holbert (romena.holbert@wright.edu), Iwona Goodrich (goodrich.13@wright.edu), Patricia Engles (Broxterman.2@wright.edu), Jobe Kaufman (kaufman.51@wright.edu), Emma Hatfield (hatfield.73@wright.edu) All from College of Health Education and Human Services - Teacher Education  

  • Abstract: Teaching and learning are occurring amid rapidly shifting regulatory, legislative, and technological landscapes that influence how courses are designed, how students participate, and how trust is built in educational spaces. In the post-COVID context, increased flexibility through online interaction and digital tools has been accompanied by heightened regulation through monitoring technologies such as lockdown browsers, plagiarism detection software, and AI detection tools. At the same time, legislative actions related to DEI, identity expression, and curricular constraints shape students’ educational experiences in uneven ways. Together, these changes challenge educators to rethink how learning environments can remain relational, responsive, and effective while preparing students for a changing world. This facilitated lunch table conversation invites participants to engage in collaborative reflection upon instructional approaches developed within teacher preparation coursework, including Measurement and Assessment, Classroom Management, Educational Psychology, and Education in a Democracy. We draw from observational data, instructional artifacts/submissions, and incorporate student perspectives to center the session on shared reflection around what these teaching experiences surfaced about students’ abilities, viewpoints, relational interaction, and choices related to technology and AI use within complex learning contexts. Two projects anchor the discussion. The Flat Sam Project engages students in collaboratively developing and advocating for a fictional learner with intersectional identity characteristics across a term. Students may use generative AI in developing a profile of their intersectional learner, then make intentional decisions about how, when, or whether to use AI as part of their professional thinking. Instructor observations and student reflections prompted questions about professional empathy development, collaboration, workload distribution, and how relevance is experienced differently by students at various stages of their programs. The Gratitude Celebration project asks students to apply course concepts to plan and enact a recognition event honoring individuals who supported their pathway into teaching. This project was designed to counter isolation and individualism while providing low-stakes practice with planning, communication, and technology-supported coordination. Student experiences varied, offering opportunities to consider how competing demands and regulatory pressures shape perceived value. Grounded in the conference theme of Teaching and Learning Amid Shifting Landscapes, this lunch table session invites participants to discuss how educators can learn from students’ responses to change and adapt learning designs to better support connection, agency, and professional preparation across diverse contexts. 

 

How to design a high-enrollment, 4-credit Gen Ed course for the Citizenship Theme: Sharing insights from CSCFFS 3000 Women and Money - Citizenship in a Modern World 

Hosts: Deborah Sharp (Department of Human Sciences, sharp.230@osu.edu), Wendy McBroom (Department of Human Sciences, mcbroom.59@osu.edu), Caezilia Loibl (Department of Human Sciences, loibl.3@osu.edu)  

  • Abstract: This presentation is motivated by the authors’ experience of designing a 4-credit hour Gen Ed course in the citizenship theme over the past 1.5 years, from Summer 2024 to the first semester offering the course in Spring 2026. In the round table conversation, we will share information about the different stages: 1) how to fundraise for course develop, 2) how to assemble a team of experts to design a new Gen Ed course, 3) the steps and timeline of approval in department, college, university, 4) the marketing of a new course amid a short timeline between Autumn and Spring semesters, and 5) the design and instruction of a 1,000 student online asynchronous course, working in a team of 3 instructors. 

 

Moving Beyond a Culture of Compliance with Title II: Opportunities for Accessible Online Teaching with UDL 

Hosts: Alyssa Chrisman (Office of Distance Education, chrisman.61@osu.edu), Kayla Hennis (Office of Distance Education, hennis.19@osu.edu)  

  • Abstract: In this lunch session, participants will have a communal space to share their experiences amidst the “shifting landscape” of accessibility law. Accessibility has been critical to teaching and learning for decades, with the passage of monumental legislation such as the Individuals with Disabilities Education Act (IDEA) in 1975 and the Americans with Disabilities Act (ADA) in 1990. These interventions have improved access but have also come with challenges. For example, in the case of the ADA, physical access became less of a “civil rights issue [and instead] is constructed as a matter of compliance” (Dolmage). Rather than making spaces accessible for social justice, accommodations were instated to the extent that they had to be to “protect” people from legal consequences. As a result, many accommodations are not sincerely accessible (e.g., an out of the way ramp installed at the back of a building). Today, 35 years later, this pressure of compliance resonates as the ADA has expanded to include Title II, which focuses explicitly on digital accessibility. Title II creates an opportunity for instructors to be proactive, requiring college courses to meet digital accessibility standards by default, instead of through reactive accommodation-based requests. Disability studies scholars have pointed out that the reactive accommodation model can in itself create access barriers. Yet, there are also challenges; e.g., Title II’s requirements prioritize access to materials, with an emphasis on physical disabilities (sight, hearing, motor). As a result, instructors are spending a lot of time retrofitting course materials and have less capacity to consider accessibility needs for areas of inclusion that are not legally mandated, like neurodiversity. Together, we will share our experiences with digital accessibility in the wake of Title II: what we have learned, what works in our teaching and learning, challenges we have faced, etc. In conversation, participants will consider these “shifting landscapes” through a critical lens, with attention toward best accessibility practices for teaching and learning. Additionally, participants will have the opportunity to ask the session facilitators questions and will gain access to digital accessibility tools and resources. 

 

Nourishing Our Teaching: A Conversation about Compassionate Pedagogy 

Hosts: Michelle Everson (Department of Statistics, everson.50@osu.edu), Vicki Pitstick (The Drake Institute, pitstick.10@osu.edu), Darcy Granello (Counselor Education, granello.1@osu.edu)  

  • Abstract: As aptly noted by Gannon (2020, p. 37), “So much of our public-facing stance tends to position students as adversaries instead of allies, when it’s the opposite that should be true. Our default pedagogical approach should be empathetic and kind.” Compassionate pedagogy, or the pedagogy of kindness, as it is sometimes called, has been conceptualized as a way to support student wellbeing by acknowledging the lived experiences of students and creating a classroom environment where students feel seen, heard, valued, and respected (Denial, 2024; Kaufman & Schipper, 2018; Killingback, Tomlinson, & Stern, 2024). College students are not always doing okay, especially after going through the pandemic (Wood et al., 2024), and it’s possible they may be having difficulties navigating the current university landscape where changes in government legislation and widespread availability of different technology tools are radically changing what it means to be a student. There are a multitude of ways in which instructors can recognize and prioritize the wellbeing of their students without sacrificing academic rigor or student accountability. During this lunch conversation, discussion will focus on why it is especially important, in today’s world, to create a culture of care in the college classroom, both for students and for teachers. Practical ways to foster this kind of culture will be shared. 

 

Take My Teaching Tip, Please! 

The Take My Teaching Tip, Please! presentations will occur in the Ballroom of the Blackwell, 1:35pm – 2:25 pm.

 

Mind the Gap: Turning Knowledge Gaps into Reading Gains 

Presenter: Kate Roush (Social Work, roush.140@osu.edu)  

  • Abstract: This session introduces a practical teaching strategy for increasing student reading compliance by using structured knowledge gap identification. Rather than relying on incentives or increased accountability, the approach helps students recognize what they do not yet know and why assigned readings are immediately relevant to upcoming learning tasks. The session focuses on simple pre reading activities that prompt students to surface prior knowledge and unanswered questions before engaging with course texts. Drawing on established scholarship in motivation and curiosity, the session explains how making knowledge gaps explicit increases the perceived value of reading and supports deeper preparation for class discussion. Evidence from classroom assessment practices, including reading completion checks and observation of discussion engagement, suggests that these strategies lead to higher rates of preparation and more frequent, substantive references to assigned readings during class. Participants will leave with adaptable, low effort techniques that can be implemented across disciplines, class sizes, and instructional modalities without increasing grading workload. This session connects to the conference theme, Teaching and Learning Amid Shifting Landscapes, by offering an instructional response to changing student demands, time constraints, and learning environments. The approach demonstrates how educators can adapt course design to remain effective and responsive while improving student engagement in evolving educational contexts. 

 

Teaching and Learning in the era of Artificial Intelligence: Student engagement through Moments of Discovery (Aha!) 

Presenter: Cathy Ryan (English/OAA, ryan.3@osu.edu)  

  • Abstract: One of the questions for Ohio State has been how to build a student-centric model of teaching and learning amid the shifting landscape of AI. Instructors often find themselves thinking about how to start students along a path of lifelong learning. Nora Bradford’s article in the Smithsonian’s Quanta magazine (15 November 2025) got Cathy Ryan thinking about how instructors generate “Aha!” moments. Bradford highlights how cognitive neuroscientist Maxi Becker (Duke University) first got interested in insight after reading the landmark 1962 book, The Structure of Scientific Revolutions, by the historian and philosopher of science Thomas Kuhn – “He describes how some ideas are so powerful that they can completely shift the way an entire field thinks,” she said. “That got me wondering: How does the brain come up with those kinds of ideas? How can a single thought change how we see the world?” The proposed session draws upon Dr. Ryan’s experience teaching the GENED 4001 (Reflection) seminar and highlights how students shaped by the university’s General Education curriculum are primed to become next-generation leaders and educators. Attendees will receive handouts and QR code with prompts for activities designed to keep the curriculum fresh, including introduction of a 10-minute small group activity where students engage in “Discovery” conversations. The session has been informed by the Drake Institute’s Teaching and Learning to Build AI Fluency. When we think about shifting landscapes and abrupt cognitive shifts we may think in terms of representational change, sparks, and/or insight. Two attributes that come to mind are openness to learning and adaptability. Primary goals for the session will be to prompt audience members to reflect on and brainstorm productive ways the academic community can engage students in thinking about risks and rewards in an era of growing AI fluency, share resources, and host a conversation about the possibilities that accrue from opening ourselves to thinking about how, amid shifting landscapes, humans remain at the center of both the learning hub and innovation. 

 

Adapt to students' changing needs using a directed end of term survey 

Presenters: Jenny Sheldon (Math, sheldon.118@osu.edu), Carolyn Johns (Math, johns.125@osu.edu)  

  • Abstract: The main teaching tip we plan to discuss is use of a carefully crafted end-of-term survey as an effective strategy to connect with the changing needs of today's students beyond the general feedback from SEI/SSLE reports. We will share considerations for determining questions to ask along with examples of past questions. In particular, we highlight questions that have led to nuanced, yet impactful course changes based on the way the current generation of students prefers to experience our course. 

 

Utility of a Virtual Tutor: Is a GenAI Tutor Worth It? 

Presenters: Kristine Cline 

  • Abstract: Generative AI (GenAI) tools represent a rapidly expanding educational technology in higher education, including health professions education. While use is prevalent, the practical strategies for integrating them into complex, content‑heavy courses remain limited. This project explores the use of a University approved tool (NotebookLM) as a virtual tutor in a large Integrated Pharmacotherapy course (9.5 credit hours) to support independent self-guided learning and clinical reasoning. The course director, along with peer teaching assistants, curated topic‑specific notebooks from course materials. A teaching assistant provided example prompts to help AI‑naive students engage productively with the tool and reduce cognitive load associated with prompt formulation. Student feedback was collected through routine course quality improvement surveys. Common themes indicated that NotebookLM effectively supported active recall, summarization, exam preparation, and organization of complex concepts. The most common self-reported tasks were creation of practice problems, and summarization/rephrasing of complex concepts. Some students also raised concerns about GenAI accuracy and hallucinations, the potential impact on deep learning, and the environmental cost of generative AI use. Findings highlight both the potential for and the pedagogical challenges of using GenAI in professional programs, and potentially higher education more generally. This presentation will share implementation strategies, student perceptions, and recommendations from lessons learned for educators seeking to integrate GenAI tutors to supports student studies while fostering intentional and evidence‑informed use. 

 

Leveraging Python-Generated Learning Analytics to Support Student Success in General Chemistry 

Presenters: Josie Nardo 

  • Abstract: Large introductory chemistry courses generate extensive assessment, clickstream, and participation data, yet students rarely receive timely, actionable feedback that can meaningfully guide their learning. This IRB-approved project introduces a Python-based learning analytics pipeline designed to transform raw course data into individualized, interpretable reports that help students understand their progress, identify conceptual disparities, and make informed decisions about their study strategies. Using automated scripts, the system integrates data from 1) Learning Catalytics (LC), which is an online platform that allows students to answer instructor-generated questions in individual and team phases; 2) Canvas, which is the online learning management system; 3) participation records; 4) and instructor-defined concept maps. The pipeline performs data cleaning, correctness detection, round-based comparisons, and score normalization; generates statistical indicators such as quartiles, percent correctness by concept cluster, and historical trajectories; and produces fully self-contained HTML reports with visualizations, embedded plots, and personalized narrative feedback. The computational framework employs pandas for data structuring, NumPy for numerical transformations, Matplotlib for image generation, and custom algorithms that map each LC item or exam question to conceptual categories. Reports synthesize item-level performance, longitudinal improvement, and tailored recommendations derived from a rules-based feedback engine. Students receive these reports after each major activity, allowing them to track learning goals across units, view their “What-If” profiles, and compare first- and second-round LC performance to better understand conceptual growth. Preliminary analyses from student grades information collected Fall 2024 and Fall 2025 indicate that students who recieve these regular reports perform statistically significantly better on learning goals compared to students who did not. Qualitative data from student surveys also highlight how students felt these reports were beneficial for 1) their overall study habits in the course; 2) their help-seeking behaviors for office hours and tutoring; and 3) their mindset towards feedback and grades overall. This work demonstrates how instructor-created Python tools can scale personalized feedback in large-enrollment STEM courses (N=164), shifting analytics from a grading mechanism to a pedagogically meaningful resource that empowers student learning. 

 

Making Learning Objectives Meaningful for Students 

Presenters: Ted Clark 

  • Abstract: Learning objectives are often written by teachers for other teachers.  There is often a disconnect between how instructors view this information and how students view it.  This presentation will share a short in-class strategy to reposition learning objectives and make them more meaningful for students while also helping teachers prepare course assessments.