SITL Schedule 2025

Day 2: Thursday, May 15 

9:15 – 9:25 Tavern Tale 

A Tavern Tale: Huzzah for Teaching!
Alesia Jennings & Anabel Livengood 

Join us to celebrate the joy of teaching and the magic that happens when educators gather. This brief session will kick off two days filled with ideas, innovation, and inspiration—offering a toast to the creativity, courage, and community at the heart of great teaching at WCU. Huzzah! 

9:30 – 10:30 Concurrent Sessions 

Concurrent Session A 

The Renaissance of Teaching – Leveraging Evidence-Based Educational Techniques for Student Success
Melissa Snyder 

As higher education embraces the Renaissance of Teaching, faculty are called to revitalize instructional strategies that foster student engagement, retention, and success. This session explores how evidence-based educational techniques can transform teaching practices and enhance learning outcomes. Grounded in current research, the presentation introduces practical, immediately applicable methods, including the TILT framework (Transparency in Learning and Teaching), active learning strategies, and formative feedback techniques. Faculty will examine how transparent assignment design clarifies expectations, reduces inequities, and improves student performance. Active learning strategies, such as case-based learning and peer instruction, will be explored for their role in promoting deeper comprehension and participation. Through interactive case applications, participants will engage with these strategies firsthand and collaborate on redesigning an assignment using the TILT framework. Real-world examples from clinical education and athletic training will demonstrate how these evidence-based methods lead to measurable student success. By the end of the session, faculty will leave with concrete tools to refine their instructional practices, promote inclusivity, and enhance student learning outcomes—embracing the Renaissance of Teaching with innovative, research-supported techniques.  

Key Takeaways:  

• Transparent Assignment Design Enhances Equity: Faculty will learn to implement the TILT framework to improve clarity, reduce confusion, and promote equitable learning.
• Active Learning Fosters Deeper Engagement: Attendees will explore case-based learning and peer assisted learning to increase comprehension and retention.
• Formative Feedback Drives Student Success: Faculty will discover how regular, low-stakes feedback loops enhance performance and motivation. This session offers practical, evidence-based strategies that empower faculty to reimagine their teaching methods, fostering more effective and inclusive learning environments.

Concurrent Session B 

Beyond Papers and PowerPoint: Supporting Digital Storytelling in the Classroom
Kellen Carpenter 

When was the last time a student showed off an essay they wrote for a class to their friends and family? Papers and presentations are the standard currency of course assignments, but after they are completed, the best-case scenario for a paper is probably being tucked away in a folder. Fortunately, there are digital storytelling tools that allow students to create projects that combines the analytical and explanatory aspects of these old modalities with interactive multimedia to create visually captivating presentations that are worth sharing with friends and family. The thought of introducing students to using new tools and methods in the classroom can be daunting. In most classes, taking time to teach a new presentational tool is time that is not spent focusing on that course’s subject matter. However, there are several free and user-friendly tools that can provide an easy entry point and a very navigable learning curve. I’ll highlight and demonstrate a few of the dead-simple options from Northwestern’s Knight Lab, including TimelineJS, StorymapJS, and Juxtapose JS. I’ll show the back end and how relatively easy they are to work with as well as spotlight impressive student work made using these tools. Then I’ll compare these tools with the industry-standard, professional-grade ArcGIS Storymaps product and showcase how to get started using that platform. A subscription to ArcGIS and access to an account costs an individual a minimum of $700 per year. However, through WCU, university students, faculty, and staff can get access to this powerful full-featured software for no additional cost. I’ll provide examples of student work using the platform and offer coaching and advice on how to get started using this with actual students.  

10:45 – 11:45 Concurrent Sessions 

Concurrent Session A 

Holistic Pedagogy: Where Student Success meets Instruction
Ross Markle 

This session explores Holistic Pedagogy, a practical framework for enhancing student outcomes by integrating evidence-based psychological and sociological principles into everyday teaching practices. Grounded in decades of research, the session reframes traditional assumptions about student success—shifting the focus from intelligence and academic preparation to a more comprehensive understanding of noncognitive and psychosocial factors such as self-efficacy, growth mindset, engagement, and sense of belonging. The session is highly relevant to contemporary teaching and learning, particularly in light of increasing institutional demands for improved student success, particularly among traditionally underserved populations. Faculty are uniquely positioned to influence student success, given that the vast majority of students’ face-time on campus is spent in the classroom. Holistic Pedagogy equips instructors with practical tools and strategies to better understand, motivate, and support a diverse student population—without requiring a complete pedagogical overhaul. By aligning teaching practices with the realities of student behavior, identity, and motivation, faculty can serve as powerful agents of institutional change and student development.  

Key Takeaways:  

• Faculty Influence is Undervalued Yet Critical: Faculty are one of the most consistent and impactful points of contact for students and play a significant role in shaping persistence and learning outcomes.  
• Noncognitive Factors Drive Student Success: Traits like self-efficacy and a sense of belonging are as predictive—if not more—of student success as traditional academic measures.
• Holistic Strategies Are Practical and Actionable: Faculty can support these factors through simple yet powerful practices, such as constructive feedback, inclusive pedagogy, and intentional classroom engagement. 

Concurrent Session B 

Level Up Your Gear: Canvas Updates and New Features
Jonathan Wade 

This session will highlight the new features in Canvas and related tools educational technology at WCU, including but not limited to new Canvas AI tools (Khanmigo, etc.), Lucid Whiteboard and Diagram, Checkpoints Discussion feature (if released by that point), and new Panopto workflow for student submissions in discussion boards and assignments. 

* Please bring your laptop if you are planning on attending this session

12:45 – 1:45 Workshop 1 

Assignment Alchemy: Turning Confusion into Clarity
Anabel Livengood 

Do you ever receive off-target submissions that make you wonder, “Did they even read the instructions?” In this hands-on workshop, we’ll explore simple, research-backed strategies to make your assignments clearer, more equitable, and more effective—without sacrificing rigor. You’ll leave with a practical framework for transparent assignment design and a refreshed version of one of your own prompts. 

2:00 – 3:00 Workshop 2 

The Medici Method: Leveraging Plickers for Enlightened Teaching
Scott Seagle 

In the spirit of the Renaissance, where innovation and discovery flourished, this workshop invites you to embark on a journey of revitalizing formative assessment practices using Plickers. This engaging tool, akin to the quill of the Renaissance scribes, empowers instructors to craft a dynamic learning environment where every student’s voice is heard and valued. Participants will uncover how Plickers can illuminate student understanding, much like the masterpieces of Leonardo da Vinci illuminated the world of art and science. 

9:15 – 9:25 Tavern Tale 

A Tavern Tale: The MAP(S) to First-Gen Students
Anita Puerto 

MAPS will “spill the tea” on what first-generation college students are thinking! We asked and they answered and it’s all about class – what they expect, why they don’t ask questions, what they are surprised by, what they wish you knew! These are the thoughts students are keeping to themselves that could aid in establishing an inclusive and supportive classroom. The way a student learns, the way they hear information, the reason they are too scared to come to your office hours – and where we can help! MAPS will include takeaways for the classroom and the syllabus along with action items to empower students in their own learning. 

9:30 – 10:30 Concurrent Sessions 

Concurrent Session A 

Are We Asking the Right Questions About Our Teaching? Moving Beyond “What’s Broken and How Can I Fix It?” to Discover “What Are the Opportunities and How Can I Harness Them?”
Chad Hallyburton 

As educators, we have the wonderful opportunity to continually examine our own teaching practices to better engage students, but to do that, we need to clearly understand what we are already doing well and what areas we can improve. Asking the correct questions about our curricula and teaching methods helps us plan to better support student success, but sometimes our preconceptions prevent us from identifying the best questions to ask. In this session we’ll review a multi-semester Scholarship of Teaching and Learning project seeking to prepare future healthcare leaders to navigate the tricky topic of healthcare employer vaccine mandates, and you will have the chance to think about and get feedback on the “most important questions” that can help you become a more effective educator.  

Key Takeaways:  

• Identify the most important questions you must answer to improve your own teaching practices
• Reflect on Scholarship of Teaching and Learning tools to help you answer those questions 

Concurrent Session B 

Breaking Boundaries, Building Meaning, Belonging: The Impact of Cohort-Based Interdisciplinary Learning on Student Success and Collaborative Engagement
Mosisah Mavity & Kristin Daiber 

Our presentation will explore the educational value and data-proven benefits of a cohort-based interdisciplinary course model as it impacts both student learning outcomes and retention. We will also discuss the mutual benefits to faculty in such a teaching approach. Finally, we will examine successful examples from other institutions, as well as WCU’s Academic Learning Communities (ALC) program. Research has long demonstrated the benefits of a cohort-based model in both academic success and sense of belonging, especially new students who are tackling what can be a very challenging transition. Studies at the national and institutional level indicate that these two areas are powerful predictors of student persistence and success. Providing a welcoming and dynamic learning community in those formative early semesters is key. In breaking down traditional barriers between academic disciplines, interdisciplinary courses challenge students not only to discover connections between course concepts, but ultimately, themselves and others. This encourages a more holistic and empathetic way of understanding their world. These types of transformative moments become all the more powerful when students share them with peers. Another area we will explore is the professional value of interdisciplinary learning for faculty. Like their students, faculty are challenged to think and reach beyond their own areas of expertise, reaching not only across disciplines, but across offices, departments, and even colleges. The design of a successful interdisciplinary course demands meaningful connection and dynamic collaboration, both of which serve to strengthen and deepen community bonds across WCU’s campus.  

Key Takeaways:  

• A cohort-based model for students in their first year of college contributes to academic success and retention as students are provided with a supportive and intellectually stimulating community of peers.
• Interdisciplinary courses benefit both students and faculty as they challenge us to reach across disciplines to collaborate, discover new ideas, and build meaning.  

Participants are encouraged to submit ideas for WCU’s Academic Learning Community courses by emailing Mosisah Mavity at pmavity@wcu.edu 

10:45 – 11:45 Concurrent Sessions 

Concurrent Session A 

A Mountain Renaissance: Unpacking Appalachia’s Past with Artifacts and Exhibits
Amber C. Albert & Peter Koch 

This session introduces faculty to the Mountain Heritage Center (MHC) at Western Carolina University, a vital resource for exploring the rich cultural and historical landscape of southwestern Appalachia. Participants will discover how the MHC’s extensive collection of artifacts, exhibits, and educational programming can enrich teaching and engage students across disciplines. Emphasizing the use of primary sources, material culture, and campus tours, the session will highlight strategies for creating immersive learning experiences that foster critical thinking and connect historical narratives to contemporary issues. Join us to explore Appalachia’s past and discover new strategies to make history tangible and relevant in your classroom.

Key Takeaways:  

• Innovative Pedagogy – Learn how to incorporate artifacts and exhibits into coursework to encourage inquiry-based learning and historical empathy.
• Interdisciplinary Connections – Discover ways to use the MHC’s resources to support diverse fields, from environmental studies to storytelling and material culture analysis.
• Inspiration for Engagement – Explore opportunities for collaborative projects, including student research, exhibit development, and community outreach.

Concurrent Session B 

Share Your Wares at the Faire – Life Beyond the Discussion Board
Beth Woodard 

Prior to coming to WCU, I taught a hybrid course (one afternoon/evening a week for four hours for 8 weeks) for several years. The expectation was to have a Discussion Board make up for a remaining contact hours of the course. Over time, I and my students were getting tired of the Discussion Board. Coming to WCU and having to teach three brand course that were to be delivered online, I was drowning in grading all of my Discussion Boards along with trying to generate content at the same time. I started looking for a better way for the students to depict what they had learned. Relevance to Teaching & Learning – My solution is an example of Active Learning. The students have been exposed to the readings in their textbook, my lecture, and any supplemental readings, or videos. They are given the option to submit a Contemporary Issue Article that is healthcare related (think current event within the past four months), a Relevant Resource (TEDTalk, podcast, or a snippet from a TV show, or movie), On the Lighter Side (a cartoon, comic strip, or meme) – and in one class this term I am trying something new that I call No Submission (they choose not to submit that week). One student has dubbed it the “Get Out of Jail Free Card”. Instead of the students writing out their submissions, they must record a video as their submission. 

Key Takeaways:  

• The students have embraced the opportunity. A few have let me know (via the SAI or directly e-mailing me) that they appreciate the different ways they can show what they have learned.
• The students have a choice between assignments and WHEN they can do each.
• I actually enjoy grading the submissions and also getting a peak into what they are watching, reading and learning. 

12:45 – 1:45 Workshop 3 

The New Age of Enlightenment: Prompt Crafting and Copilot Agents 
Ian Selig

This workshop invites university faculty to explore the transformative power of AI in education. Participants will learn how to craft effective prompts and create intelligent agents using Microsoft Copilot, enhancing their teaching and research capabilities. Join us to embrace the future of academia with cutting-edge technology inspired by the spirit of the Renaissance.

* Please bring your laptop if you are planning on attending this session

2:00 – 3:00 Closing Session 

April Tallant

Day 2: Thursday, May 15 

8:30 – 9:00 Registration
Apodaca Foyer, 1st Floor

9:00 – 9:15 Welcome Back to Day 2
Eli Collins-Brown
AP 102 

9:15 – 9:25 A Tavern Tale: The MAP(S) to First-Gen Students
Anita Puerto
AP 102 

9:30 – 10:30

Are We Asking the Right Questions About Our Teaching? Moving Beyond “What’s Broken and How Can I Fix It?” to Discover “What Are the Opportunities and How Can I Harness Them?”
Chad Hallyburton
AP 207 A

Breaking Boundaries, Building Meaning, Belonging: The Impact of Cohort-Based Interdisciplinary Learning on Student Success and Collaborative Engagement
Mosisah Mavity & Kristin Daiber
AP 207 B

10:30 – 10:45 Short Break 

10:45 – 11:45

A Mountain Renaissance: Unpacking Appalachia’s Past with Artifacts and Exhibits
Amber C. Albert & Peter Koch
AP 207 A

Share Your Wares at the Faire – Life Beyond the Discussion Board
Beth Woodard
AP 207 B

11:45 – 12:45 Lunch Break 

12:45 – 1:45 Workshop 3 – The New Age of Enlightenment: Prompt Crafting and Copilot Agents
Ian Selig
AP 102

1:45 – 2:00 Short Break 

2:00 – 3:00 Closing Session
April Tallant
AP 102

9:15 – 9:25 Tavern Tale 

A Tavern Tale: Huzzah for Teaching!
Alesia Jennings & Anabel Livengood 

Join us to celebrate the joy of teaching and the magic that happens when educators gather. This brief session will kick off two days filled with ideas, innovation, and inspiration—offering a toast to the creativity, courage, and community at the heart of great teaching at WCU. Huzzah! 

9:30 – 10:30 Concurrent Sessions 

Concurrent Session A 

The Renaissance of Teaching – Leveraging Evidence-Based Educational Techniques for Student Success
Melissa Snyder 

As higher education embraces the Renaissance of Teaching, faculty are called to revitalize instructional strategies that foster student engagement, retention, and success. This session explores how evidence-based educational techniques can transform teaching practices and enhance learning outcomes. Grounded in current research, the presentation introduces practical, immediately applicable methods, including the TILT framework (Transparency in Learning and Teaching), active learning strategies, and formative feedback techniques. Faculty will examine how transparent assignment design clarifies expectations, reduces inequities, and improves student performance. Active learning strategies, such as case-based learning and peer instruction, will be explored for their role in promoting deeper comprehension and participation. Through interactive case applications, participants will engage with these strategies firsthand and collaborate on redesigning an assignment using the TILT framework. Real-world examples from clinical education and athletic training will demonstrate how these evidence-based methods lead to measurable student success. By the end of the session, faculty will leave with concrete tools to refine their instructional practices, promote inclusivity, and enhance student learning outcomes—embracing the Renaissance of Teaching with innovative, research-supported techniques.  

Key Takeaways:  

• Transparent Assignment Design Enhances Equity: Faculty will learn to implement the TILT framework to improve clarity, reduce confusion, and promote equitable learning.
• Active Learning Fosters Deeper Engagement: Attendees will explore case-based learning and peer assisted learning to increase comprehension and retention.
• Formative Feedback Drives Student Success: Faculty will discover how regular, low-stakes feedback loops enhance performance and motivation. This session offers practical, evidence-based strategies that empower faculty to reimagine their teaching methods, fostering more effective and inclusive learning environments.

Concurrent Session B 

Beyond Papers and PowerPoint: Supporting Digital Storytelling in the Classroom
Kellen Carpenter 

When was the last time a student showed off an essay they wrote for a class to their friends and family? Papers and presentations are the standard currency of course assignments, but after they are completed, the best-case scenario for a paper is probably being tucked away in a folder. Fortunately, there are digital storytelling tools that allow students to create projects that combines the analytical and explanatory aspects of these old modalities with interactive multimedia to create visually captivating presentations that are worth sharing with friends and family. The thought of introducing students to using new tools and methods in the classroom can be daunting. In most classes, taking time to teach a new presentational tool is time that is not spent focusing on that course’s subject matter. However, there are several free and user-friendly tools that can provide an easy entry point and a very navigable learning curve. I’ll highlight and demonstrate a few of the dead-simple options from Northwestern’s Knight Lab, including TimelineJS, StorymapJS, and Juxtapose JS. I’ll show the back end and how relatively easy they are to work with as well as spotlight impressive student work made using these tools. Then I’ll compare these tools with the industry-standard, professional-grade ArcGIS Storymaps product and showcase how to get started using that platform. A subscription to ArcGIS and access to an account costs an individual a minimum of $700 per year. However, through WCU, university students, faculty, and staff can get access to this powerful full-featured software for no additional cost. I’ll provide examples of student work using the platform and offer coaching and advice on how to get started using this with actual students.  

10:45 – 11:45 Concurrent Sessions 

Concurrent Session A 

Holistic Pedagogy: Where Student Success meets Instruction
Ross Markle 

This session explores Holistic Pedagogy, a practical framework for enhancing student outcomes by integrating evidence-based psychological and sociological principles into everyday teaching practices. Grounded in decades of research, the session reframes traditional assumptions about student success—shifting the focus from intelligence and academic preparation to a more comprehensive understanding of noncognitive and psychosocial factors such as self-efficacy, growth mindset, engagement, and sense of belonging. The session is highly relevant to contemporary teaching and learning, particularly in light of increasing institutional demands for improved student success, particularly among traditionally underserved populations. Faculty are uniquely positioned to influence student success, given that the vast majority of students’ face-time on campus is spent in the classroom. Holistic Pedagogy equips instructors with practical tools and strategies to better understand, motivate, and support a diverse student population—without requiring a complete pedagogical overhaul. By aligning teaching practices with the realities of student behavior, identity, and motivation, faculty can serve as powerful agents of institutional change and student development.  

Key Takeaways:  

• Faculty Influence is Undervalued Yet Critical: Faculty are one of the most consistent and impactful points of contact for students and play a significant role in shaping persistence and learning outcomes.  
• Noncognitive Factors Drive Student Success: Traits like self-efficacy and a sense of belonging are as predictive—if not more—of student success as traditional academic measures.
• Holistic Strategies Are Practical and Actionable: Faculty can support these factors through simple yet powerful practices, such as constructive feedback, inclusive pedagogy, and intentional classroom engagement. 

Concurrent Session B 

Level Up Your Gear: Canvas Updates and New Features
Jonathan Wade 

This session will highlight the new features in Canvas and related tools educational technology at WCU, including but not limited to new Canvas AI tools (Khanmigo, etc.), Lucid Whiteboard and Diagram, Checkpoints Discussion feature (if released by that point), and new Panopto workflow for student submissions in discussion boards and assignments. 

* Please bring your laptop if you are planning on attending this session

12:45 – 1:45 Workshop 1 

Assignment Alchemy: Turning Confusion into Clarity
Anabel Livengood 

Do you ever receive off-target submissions that make you wonder, “Did they even read the instructions?” In this hands-on workshop, we’ll explore simple, research-backed strategies to make your assignments clearer, more equitable, and more effective—without sacrificing rigor. You’ll leave with a practical framework for transparent assignment design and a refreshed version of one of your own prompts. 

2:00 – 3:00 Workshop 2 

The Medici Method: Leveraging Plickers for Enlightened Teaching
Scott Seagle 

In the spirit of the Renaissance, where innovation and discovery flourished, this workshop invites you to embark on a journey of revitalizing formative assessment practices using Plickers. This engaging tool, akin to the quill of the Renaissance scribes, empowers instructors to craft a dynamic learning environment where every student’s voice is heard and valued. Participants will uncover how Plickers can illuminate student understanding, much like the masterpieces of Leonardo da Vinci illuminated the world of art and science. 

9:15 – 9:25 Tavern Tale 

A Tavern Tale: The MAP(S) to First-Gen Students
Anita Puerto 

MAPS will “spill the tea” on what first-generation college students are thinking! We asked and they answered and it’s all about class – what they expect, why they don’t ask questions, what they are surprised by, what they wish you knew! These are the thoughts students are keeping to themselves that could aid in establishing an inclusive and supportive classroom. The way a student learns, the way they hear information, the reason they are too scared to come to your office hours – and where we can help! MAPS will include takeaways for the classroom and the syllabus along with action items to empower students in their own learning. 

9:30 – 10:30 Concurrent Sessions 

Concurrent Session A 

Are We Asking the Right Questions About Our Teaching? Moving Beyond “What’s Broken and How Can I Fix It?” to Discover “What Are the Opportunities and How Can I Harness Them?”
Chad Hallyburton 

As educators, we have the wonderful opportunity to continually examine our own teaching practices to better engage students, but to do that, we need to clearly understand what we are already doing well and what areas we can improve. Asking the correct questions about our curricula and teaching methods helps us plan to better support student success, but sometimes our preconceptions prevent us from identifying the best questions to ask. In this session we’ll review a multi-semester Scholarship of Teaching and Learning project seeking to prepare future healthcare leaders to navigate the tricky topic of healthcare employer vaccine mandates, and you will have the chance to think about and get feedback on the “most important questions” that can help you become a more effective educator.  

Key Takeaways:  

• Identify the most important questions you must answer to improve your own teaching practices
• Reflect on Scholarship of Teaching and Learning tools to help you answer those questions 

Concurrent Session B 

Breaking Boundaries, Building Meaning, Belonging: The Impact of Cohort-Based Interdisciplinary Learning on Student Success and Collaborative Engagement
Mosisah Mavity & Kristin Daiber 

Our presentation will explore the educational value and data-proven benefits of a cohort-based interdisciplinary course model as it impacts both student learning outcomes and retention. We will also discuss the mutual benefits to faculty in such a teaching approach. Finally, we will examine successful examples from other institutions, as well as WCU’s Academic Learning Communities (ALC) program. Research has long demonstrated the benefits of a cohort-based model in both academic success and sense of belonging, especially new students who are tackling what can be a very challenging transition. Studies at the national and institutional level indicate that these two areas are powerful predictors of student persistence and success. Providing a welcoming and dynamic learning community in those formative early semesters is key. In breaking down traditional barriers between academic disciplines, interdisciplinary courses challenge students not only to discover connections between course concepts, but ultimately, themselves and others. This encourages a more holistic and empathetic way of understanding their world. These types of transformative moments become all the more powerful when students share them with peers. Another area we will explore is the professional value of interdisciplinary learning for faculty. Like their students, faculty are challenged to think and reach beyond their own areas of expertise, reaching not only across disciplines, but across offices, departments, and even colleges. The design of a successful interdisciplinary course demands meaningful connection and dynamic collaboration, both of which serve to strengthen and deepen community bonds across WCU’s campus.  

Key Takeaways:  

• A cohort-based model for students in their first year of college contributes to academic success and retention as students are provided with a supportive and intellectually stimulating community of peers.
• Interdisciplinary courses benefit both students and faculty as they challenge us to reach across disciplines to collaborate, discover new ideas, and build meaning.  

Participants are encouraged to submit ideas for WCU’s Academic Learning Community courses by emailing Mosisah Mavity at pmavity@wcu.edu 

10:45 – 11:45 Concurrent Sessions 

Concurrent Session A 

A Mountain Renaissance: Unpacking Appalachia’s Past with Artifacts and Exhibits
Amber C. Albert & Peter Koch 

This session introduces faculty to the Mountain Heritage Center (MHC) at Western Carolina University, a vital resource for exploring the rich cultural and historical landscape of southwestern Appalachia. Participants will discover how the MHC’s extensive collection of artifacts, exhibits, and educational programming can enrich teaching and engage students across disciplines. Emphasizing the use of primary sources, material culture, and campus tours, the session will highlight strategies for creating immersive learning experiences that foster critical thinking and connect historical narratives to contemporary issues. Join us to explore Appalachia’s past and discover new strategies to make history tangible and relevant in your classroom.

Key Takeaways:  

• Innovative Pedagogy – Learn how to incorporate artifacts and exhibits into coursework to encourage inquiry-based learning and historical empathy.
• Interdisciplinary Connections – Discover ways to use the MHC’s resources to support diverse fields, from environmental studies to storytelling and material culture analysis.
• Inspiration for Engagement – Explore opportunities for collaborative projects, including student research, exhibit development, and community outreach.

Concurrent Session B 

Share Your Wares at the Faire – Life Beyond the Discussion Board
Beth Woodard 

Prior to coming to WCU, I taught a hybrid course (one afternoon/evening a week for four hours for 8 weeks) for several years. The expectation was to have a Discussion Board make up for a remaining contact hours of the course. Over time, I and my students were getting tired of the Discussion Board. Coming to WCU and having to teach three brand course that were to be delivered online, I was drowning in grading all of my Discussion Boards along with trying to generate content at the same time. I started looking for a better way for the students to depict what they had learned. Relevance to Teaching & Learning – My solution is an example of Active Learning. The students have been exposed to the readings in their textbook, my lecture, and any supplemental readings, or videos. They are given the option to submit a Contemporary Issue Article that is healthcare related (think current event within the past four months), a Relevant Resource (TEDTalk, podcast, or a snippet from a TV show, or movie), On the Lighter Side (a cartoon, comic strip, or meme) – and in one class this term I am trying something new that I call No Submission (they choose not to submit that week). One student has dubbed it the “Get Out of Jail Free Card”. Instead of the students writing out their submissions, they must record a video as their submission. 

Key Takeaways:  

• The students have embraced the opportunity. A few have let me know (via the SAI or directly e-mailing me) that they appreciate the different ways they can show what they have learned.
• The students have a choice between assignments and WHEN they can do each.
• I actually enjoy grading the submissions and also getting a peak into what they are watching, reading and learning. 

12:45 – 1:45 Workshop 3 

The New Age of Enlightenment: Prompt Crafting and Copilot Agents 
Ian Selig

This workshop invites university faculty to explore the transformative power of AI in education. Participants will learn how to craft effective prompts and create intelligent agents using Microsoft Copilot, enhancing their teaching and research capabilities. Join us to embrace the future of academia with cutting-edge technology inspired by the spirit of the Renaissance.

* Please bring your laptop if you are planning on attending this session

2:00 – 3:00 Closing Session 

April Tallant