Digital Poster Sessions

2:00 PM – 2:50 PM

All Digital Poster Sessions will be held in the Torchbearer Zoom Room.

Building Your Teaching Narrative: Turning Instruction Into Research

Session Track:

Emerging Scholarship of Teaching and Learning (SoTL)

Presenter:

Carole Shook, University of Arkansas

Classroom activities can generate meaningful scholarship of teaching and learning. Faculty will explore the value of transforming teaching practices into research, review successful examples, and develop ideas for documenting impact. A poster format enables personalized guidance to help educators create scholarship that supports promotion, recognition, and evaluation.
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Empathy Meets Mathematics: Advancing Equity Through the Instructional Feedback for Inclusive Struggle Framework

Session Track:

Emerging Scholarship of Teaching and Learning (SoTL)

Presenter:

Totrina Mosley, Belmont University

Deming Wehby, Belmont University

This session introduces the Instructional Feedback for Inclusive Struggle (IFIS) framework, centering agency, authority, and belonging in mathematical learning through an equity and inclusive lens. We show how epistemic empathy and collaborative, student-centered strategies cultivate joy, purpose, and connection in fast-paced secondary math classrooms.
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When Arts meets Economics – Visual Thinking in Macroeconomics

Session Track:

Emerging Scholarship of Teaching and Learning (SoTL)

Presenter:

Alexandra Nica, University of Iowa

The present study introduces the visual thinking strategy of close-looking, as well as other techniques from Art visualization into an Intermediate Macroeconomics class, to examine how the experience of studying various complex economics graphs changes once students employ these strategies both in the classroom, as well as in an art museum visit.
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Tracking Psychological Need Satisfaction Across a Semester: A Mixed‑Methods SoTL Study

Session Track:

Emerging Scholarship of Teaching and Learning (SoTL)

Presenters:

Caleb Watson, Auburn University

Rachel E. Williams, Auburn University

Using Self-Determination Theory (SDT), this study tracks autonomy, competence, and relatedness across a semester from student and instructor perspectives. Results highlight how instructional choices shaped motivation and where perceptions of need support aligned.
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Through Students’ Eyes: Faculty Impact on Career Development

Session Track:

Emerging Scholarship of Teaching and Learning (SoTL)

Presenters:

Mary Shuttlesworth, La Roche University

Kelcie Stack, La Roche University

Magnus Bissell, La Roche University

Amelia Kampas, La Roche University

Eric Johns, La Roche University

Helping undergraduates explore career options can be fulfilling for faculty, yet students’ perceptions of this role are understudied.This mixed methods study examined predictors of consulting faculty and students’ experiences of faculty support, highlighting mentoring, relationship quality, and collaborative approaches to integrating career development into coursework.
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From Benches to Ballots: A Joyful Journey Through Civic Learning

Session Track:

High-Impact Practices (HIPs)

Presenter:

Jessica Sargent, University of Tennessee, Knoxville

This digital poster session showcases a four-part case study series used in an undergraduate public policy course and set in the fictional community of “Rivertown”. Students tackle evolving civic challenges through individual work, collaboration, and democratic voting. Students experienced how collective decisions shape an unfolding narrative and found joy in learning.
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Using Accessible Gamification Tools to Boost Engagement in Online Graduate Courses

Session Track:

Innovative Practices across Teaching Modalities

Presenter:

Susan Thacker-Gwaltney, University of Virginia

This session showcases a simple gamification system to guide online learners through optional, self‑paced puzzles within a course. Low‑stakes challenges and hidden rewards boost engagement. Accessible AI‑generated visuals and H5P activities layer within existing content provide a low‑effort and fun way to boost student engagement and community during online instruction.
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Motivational and Emotional Foundations of Joyful Learning in STEM Education

Session Track:

Strategies that Foster Student Success and Well-Being

Presenter:

Maria-Crina Isac, Alexandru Ioan Cuza University, Iași

STEM education fosters critical thinking. This study examines how academic motivation and emotions influence performance, offering a psycho-pedagogical view on joyful learning. The session explores how affective factors shape student experiences and proposes evidence-based pedagogical interventions to nurture curiosity and a sense of belonging in STEM classrooms.
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Joy of Learning through Undergraduate Research

Session Track:

Strategies that Foster Student Success and Well-Being

Presenters:

Andre Waschka, Elon University

Lana Waschka, Elon University

We discuss how to engage Gen Z students in undergraduate research through real- world meaningful research projects in a supportive environment that fosters their wellbeing. The main goal is to provide challenging, authentic, and positive experiences that energize teaching and promote students’ academic growth and the joy of learning.
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Using Authentic Experience Modules to Develop Academic Skills in ELLs

Session Track:

Strategies that Foster Student Success and Well-Being

Presenters:

Doug Terry, University of Tennessee, Knoxville

Nathan Smith, University of Tennessee, Knoxville

Authentic experiences are an effective tool for developing academic reading and writing skills in pre-university students at an intensive English program. This session will focus on the four stages of authentic experience modules, student reflections on the program, and considerations of how the program can be implemented in other settings.
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Developing a Holistic Training Program Focused on Research, Teaching, and Leadership for Natural Science Graduate Students

Session Track:

Student-Centered Teaching Pedagogy

Presenters:

Ashley Sargent Glover, University of Tennessee, Knoxville

Emmy James, University of Tennessee, Knoxville

Jessica L. Kingsley, University of Tennessee, Knoxville

George Burton-Denny, University of Tennessee, Knoxville

Satavisha Mullick, University of Tennessee, Knoxville

Ashwin Nagarajan, University of Tennessee, Knoxville

Emmanuel Allwell, University of Tennessee, Knoxville

Janet Branchaw, University of Tennessee, Knoxville

Kate Jones, University of Tennessee, Knoxville

Brandon Kliewer, University of Tennessee, Knoxville

Ferlin McGaskey, University of Tennessee, Knoxville

Elisabeth Schussler, University of Tennessee, Knoxville

Caroline Wienhold, University of Tennessee, Knoxville

Science graduate programs often focus primarily on developing research skills and not those related to teaching or leadership that also support career success. The seven natural science and mathematics (NSM) departments at the University of Tennessee, Knoxville are developing a professional training program for early career graduate students to holistically and simultaneously develop skills in all three areas. This poster presents a conception of skills spanning areas of research, teaching, and leadership that were developed by a task force of NSM graduate students.
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Collaborative AI Storytelling with Scaffolding for Real-World Problem Solving

Session Track:

Student-Centered Teaching Pedagogy

Presenter:

Dushanthi Herath, Maryville University

This proposal introduces the use of AI for group-based math storytelling, which is collaborative, scaffolded, and student-centered. Students will be guided by their instructors to co-create real-world narratives, thereby deepening their mathematical understanding, critical thinking, teamwork, and communication skills.
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Integrating Alternative Assessment Frameworks to Shift Evaluative Paradigms in the Humanities

Session Track:

Student-Centered Teaching Pedagogy

Presenters:

Maria-Crina Isac, Alexandru Ioan Cuza University, Iași

Hriscu George Răzvan, Alexandru Ioan Cuza University, Iași

Integrating alternative assessment frameworks to shift evaluative paradigms in the humanities fosters deep cognitive engagement. This session investigates models such as ungrading and specifications grading, examining how qualitative feedback prioritizes metacognitive development. Attendees will explore strategies to enhance student agency and rigor.
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Describing a Learning Goal Evaluation Feedback Loop

Session Track:

Technology Innovations that Foster Deeper Learning

Presenter:

Sarah Collier, Lipscomb University

The study’s objective is to describe a voluntary learning goal evaluation practice that focuses learners on the “big picture” concepts and establishes an instructionally aligned feedback loop. Learners perceived (3.65 of 5) that they had mostly met the learning goals, and a moderate positive correlation was observed between individual completion and final course grade.
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Pause, Play, Learn: Video-Based Applied Statistics for Modern Learners

Session Track:

Technology Innovations that Foster Deeper Learning

Presenter:

Coleman Patterson, University of Oklahoma

An innovative applied statistics course combining open resources, professional videos, AI tools, and interactive video lessons with embedded quizzes to engage learners. Through exploration of data analytics careers and hands-on analysis of a class survey dataset, students build practical skills, strengthen confidence, and prepare for success in data-driven professions.

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