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The Center for the Advancement, the Faculty Senate, and the Office of the Provost are excited to invite you to FIU's 5th Annual Faculty Innovations for Student Success Showcase on Thursday, March 11, 2021, from noon to 5 p.m. EST.  The virtual Showcase will recognize all of the excellent work our faculty do to promote student learning and success and provide an opportunity for faculty to share their work and learn from one another. 

Keynote Address

3:30 p.m. to 5:00 p.m. 

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In this session, we will consider the neuroscience of toxic stress and its impact on learning. We will examine the principles and practice examples of trauma-informed approaches, whether it's in the classroom or at the institution. Finally, we will reflect on the connections between trauma-informed teaching and restorative justice.
Image of Dr. Mays Imad


Mays Imad is a neuroscientist and professor of pathophysiology and biomedical ethics at Pima Community College, the founding coordinator of the Teaching and Learning Center, and a Gardner Institute Fellow. Dr. Imad's current research focuses on stress, self-awareness, advocacy, and classroom community, and how these relate to cognition, metacognition, and, ultimately, student learning and success. Through her teaching and research, she seeks to provide her students with transformative opportunities that are grounded in the aesthetics of learning, truth-seeking, justice, and self-realization.

 Full Program

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Concurrent Sessions I, 12:00 p.m. to 12:25 p.m.

In this presentation, we will discuss the purpose and benefits of collecting midsemester feedback from both the student and faculty perspective. In addition, faculty fears will be discussed and (hopefully) dispelled, while actionable solutions to the challenges of implementation will be discussed. 
Presenter(s): Andrew Moreo, Assistant Professor, Hospitality & Tourism; Lisa Cain, Assistant Professor, Hospitality & Tourism

Our talk will discuss how we have adopted IMathAS, a free open-source resource, to help students remember or relearn previous material that they will need in class.  The online system is currently being used in several math classes and has broader implications for use in both STEM and non-STEM courses.
Presenter(s): Roneet Merkin, Associate Teaching Professor, Mathematics & Statistics; Jeremiah Hower, Associate Teaching Professor, Mathematics & Statistics; Ondrej Zjevik, Assistant Teaching Professor, Mathematics & Statistics

In the past, the Nurse Anesthesia Department did all face to face lectures and simulation. Since the pandemic, our department has now transitioned to broader horizons within the remote/hybrid educational environment. My presentation will discuss generational learning and how the presentation of lecture material affects learning. My presentation will also focus on the Faculty having an open mind, along with proper training to enhance student engagement as well as highlight how faculty training can make a difference in the delivery of the lecture material.
Presenter(s): Yasmin Campbell, Clinical Assistant Professor, Nurse Anesthetist Practice

Concurrent Sessions II, 12:30 p.m. to 12:55 p.m.

In this session, participants will learn about the development of a faculty created annual retreat.  Specifically, the session will cover how the Summer Teaching and Instructional Retreat (STIR) was developed as an informal gathering of instructors to exchange ideas and discuss the complications of teaching in an increasingly complex world. The session will utilize STIR as an example of how faculty can take a lead to find creative ways to meet their ever-changing roles, work across departments, and create opportunities that can foster faculty success. 
Presenter(s): Maria Reid, Assistant Teaching Professor, Psychology; Rachel Ritchie, Associate Teaching Professor, Psychology; Arlene Garcia, Assistant Teaching Professor, Psychology; Julia Parker, Assistant Teaching Professor, Psychology

The COVID-19 pandemic and the switch to remote learning has given us a unique opportunity to explore alternate (and authentic) assessments. Drs Underwood and Swamy explored this in their large-enrollment general chemistry 1 (CHM 1045) courses in Fall 2020. They will share their ideas and reimagined assessments that allowed them to build a novel learning experience for students with the help of their trusted Learning Assistants in the remote environment without compromising content and rigor.
Presenter(s): Uma Swamy, Teaching Professor, Chemistry & Biochemistry; Sonia Underwood, Assistant Professor, Chemistry & Biochemistry 

FIU Invited Speakers, 1:10 p.m. to 2:10 p.m.

With a strong belief that necessity is the mother of ingenuity, we will discuss four simple, powerful, and proven strategies the COVID pandemic has necessitated; to develop community and cultivate resilient learning in your online spaces. In this session you will learn how to: gamify assessments for increased student persistence, deploy Nearpod presentations to promote organic student engagement, leverage Slack messaging to develop a community that actually fosters collaboration and discussion with students, and stylize videos about your course content that students look forward to watching.
Presenter(s): Maikel Alendy, Learning Design Innovation Manager/Honors College Faculty Fellow & Curriculum Committee Co-Chair, FIU Online/Honors College

In this session, the presenters will share the experience of a faculty book club around Derald Wing Sue’s Race Talk: A Conspiracy of Silence. They will discuss how faculty participants feel about discussing race, and how these attitudes impact their classroom experiences. The session will include practical recommendations for faculty to discuss race with each other and with their students.
Presenter(s): Karla Kennedy, Program Director of Online Learning, CARTA & Maria Elena Villar, Associate Professor, Communication

We discuss the development and piloting of three new FIU micro-credentials (badges), commissioned to implement the Quality Enhancement Plan (QEP). We outline the content of the badges, collectively titled "AI, Data, and EI: Critical Skills for the 21st Century", and present our experience so far from teaching the badges, discuss next steps, and extract lessons learned.
Presenter(s): Mark A. Finlayson, Eminent Scholar Chaired Associate Professor & Interim Associate Chair, Computer & Information Sciences, Giri Narasimhan, Professor, Computer & Information Sciences; Michael Creeden, Professor & Chair, English

In this presentation, I will discuss what I have learned about leading fellow faculty through conversations about anti-racism, particularly via a podcast listening group utilizing the podcast series “Seeing White” by Scene on Radio. I will include participatory interludes for audience engagement and in order to model some strategies for having these sometimes difficult conversations. I will end with time for Q&A.
Presenter(s): Rebecca Christ, Assistant Professor, Teaching & Learning

Poster Presentations, 2:20 p.m. to 3:20 p.m.

Limited faculty and classroom resources make it difficult to regularly offer low enrollment courses, esp. course sequences. As a solution, I propose to schedule two or more courses with overlapping topics or from course sequences in the same time slot in the same room. This would facilitate a community of students with similar interests but differing levels of experience. These courses need to be fully developed as hybrid courses with online components and in-class active learning group activities. As an example, I will present my vision for a learning community for the Health Physics track. An existing Radiochemistry class could be added as well. I will outline the envisioned benefits to student learning as well as the logistics of such a model.
Presenter(s):  Joerg Reinhold, Physics

Little did I imagine attending a COIL session in April 2019 would lead to a fantastic two-year growth journey for myself and my students. Collaborating with the Frost museum, the Jorge Perez Metro Research Center, Writing Center, Career Center, COIL, GL, and Library allows students to explore the rich learning and professional enhancement opportunities at FIU. In this presentation, we will share how we used synchronous and asynchronous activities to enhance student collaborations with fellow students in India; the discovery of art exhibits featuring women, politics, and place; and the examination of South Florida issues.
Presenter(s):  Nicki Fraser, Public Policy & Administration; Britney Broxton, Center for Excellence in Writing; Anthony Wooten, Public Policy & Administration; Ivanna Buraye, Public Policy & Administration; Derrick Boakye Boadu, Public Policy & Administration

BOLD is a student-run communications agency within CARTA’s Department of Communication. During the COVID-19, BOLD served as a solution for both clients and students. Supporting multiple university departments, BOLD was key in keeping our students engaged throughout the pandemic. In this presentation, I will share how BOLD supported our students and community by exploring new opportunities, eliminating distance as an obstacle. 
Presenter(s):  Lilianne Savinon, Communication

The FIU Doctor of Nursing Practice Program prepares advanced practice nurses to assume leadership roles in health care delivery and education. The curriculum is focused on a number of competencies including how to successfully collaborate across disciplines and develop strategic partnerships. Although the pandemic presented a number of challenges for identifying DNP mentorship opportunities, there were a number of unique opportunities. This presentation will share how faculty created a special course section for DNP students focused on developing pandemic related DNP projects and provided students with the opportunity to learn from multiple preceptors and actively participate in virtual patient interviews as part of a longitudinal study.
Presenter(s): Ellen Brown, Nursing (Graduate); Vanessa Gordon, Nursing (Graduate); Yhovana Gordon, Nursing and Health Sciences Deans Office

Originally conceptualized in response to the lack of accessibility linguistically and culturally diverse students experience when engaging in complex problem-solving at school, an "ethos of intentionally" integrates critical reflection, meaningful action, and the three tenets of culturally responsive practice (i.e., high expectations, cultural competence, and critical consciousness)(Glazewski & Ertmer, 2020; Ladson-Billings, 1995). This poster shares the context of a music teaching methods course and the implementation of a project-based learning approach designed with an ethos of intentionality to explore the possibilities of preparing diverse preservice music educators to be culturally responsive in the music classroom.
Presenter(s):  Sandra Adorno, Music

The purpose of this project was to develop a Florida International University (FIU) nursing pathway within the Career Development Course focusing on the needs of undergraduate nursing students. Resources related to Graduate Nursing Programs, Job Outlooks for Nurses, Nurse Residency Programs, and Introduction to NCLEX were included within the pathway. A pre-assessment survey was conducted. This presentation will discuss student responses and how the nursing pathway can help prepare them for their nursing career and refine their future goals.
Presenter(s):  Ivette Hidalgo, Nursing (Undergraduate); Rosa Roche, Nursing (Graduate) 

A nationwide transition to distance learning among programs of higher learning compelled Nurse Anesthesia faculty to quickly adopt non-traditional teaching strategies to ensure seamless instruction and learning experiences for student registered nurse anesthetists across the country whose learning was abruptly halted by COVID-19.  In the absence of a traditional face to face instruction journal club, a valued pedagogy of clinical practice and medical education, gamification, and remote simulation were launched to foster scholarly engagement and bridge the educational gap for students. This presentation will discuss how a journal club and game-based learning are innovative teaching strategies to prepare the Student Registered Nurse Anesthetists.
Presenter(s):  Yasmine Campbell, Nursing (Graduate); Valerie Diaz, Nursing (Graduate)

To increase their marketability, advertising students needed a vehicle to showcase their creative talent while working with actual clients. In 2014, Margo Berman introduced two interactive, portfolio-building courses: 1) Advanced Concepts in Copy and Design: Portfolio Building (ADV 4101) and 2) Advanced Creativity: Portfolio Workshop (ADV 4711). Running since their inception six years ago, these experiential-learning classes have enabled students to develop multi-platform projects for diverse clients. This presentation will discuss how the classes were delivered and the impact on student engagement, collaboration, and learning.
Presenter(s):  Margo Berman, Communication

Writing group programs provide grad students with the chance to write with peers, facilitated by a writing consultant. At FIU’s Center for Excellence in Writing, the evolution of the Graduate Writing Mentorship Program (GWMP) has shown that virtual formats for conducting these programs are as effective (if not more) as physical ones. In this presentation, we’ll focus on the evolution of the GWMP from a general program to a more structured virtual one. By continuously innovating the program and tracking its progress over a year, a clearer understanding appears evident of how grad students have the support and self-autonomy to engage in an environment, where they set goals, progress, and represent FIU as Worlds Ahead in academics.
Presenter(s): Adrian Salgado, English; Xuan Jiang, English

Generation Z student, currently in our classrooms, with a mobile device in hand and a laptop computer sitting on the side, poses a challenge to any instructor. Attention spans are shrinking. Kahoot! a mobile-based, free app catches the attention of the students, it harnesses the source of distraction. This presentation will share a study aimed at measuring the efficacy of Kahoot! as a formative and summative learning assessment tool by administering a pre-quiz to the students in the first week of the semester and then administering the same quiz at the end of the semester.
Presenter(s): Anjana Mishra, Politics & International Relations

This poster describes the real-time lessons learned teaching in the COB "Hy-Flex" modality in fall 2020. HyFlex was designed to balance demands for in-room with pandemic precaution. A class of 53 MSHRM students, 80% incoming, was taught synchronously at I-75 with 20% in-room and 80% in-zoom. This poster describes the modifications made to the use of technology, teacher behavior, and student roles in both the class- and zoom-rooms resulting in improved participation and engagement based on SPOTs and student feedback. Key lessons include re-evaluating the balance of individual- vs. team-based assignments, use of self-assessments, use of grounding practices, and the expectation of syllabus fluidity over the semester in a synchronous space.
Presenter(s): Chris Altizer, Global Leadership and Management

COVID 19 has disrupted education for everyone in both the public and private sector as well as the primary, secondary, and tertiary educational settings. Pandemic teaching is not only teaching during a pandemic but navigating experiences where possibilities are ever-evolving and negotiable. This presentation will discuss the challenges with teaching in the three modes (face to face, remote, and online) during a pandemic and how it was mitigated will be discussed. The discussion will include providing space for the socioemotional wellbeing of students and educators during these uncertain times and the apps used for academic and emotional success.
Presenter(s):  Keisha McIntyre-McCullough, Teaching & Learning; Natalie Carro, Teaching & Learning; Carolyn Reid-Brown, Special Education (Bloomsburg University)

Zoom was implemented before COVID and during COVID, and it became a lifeline for faculty and staff. Similarly, it also brings advantages to students. A notable one is the ability to attend classes and meetings without having to commute, which is especially beneficial for most of our busy students. This presentation will share how meetings with voluntary attendance and one-on-one meetings were used in an online course and the opportunities for connection and learning they provided students.
Presenter(s):  Rosa Chang, Criminology & Criminal Justice

To respond proactively to the pandemic, the Libraries moved many services and programs online. Providing online services is nothing new for librarians; using the technologies available to replicate and improve on the outcomes these services have on student learning has required creativity and new ways of thinking. To this end, we increased our digital output to offer support, allowing students to interact in ways that mimic face-to-face library services. To increase visibility we adapted popular events to online modalities to enrich student engagement. Several other unique opportunities not feasible in a physical setting came to fruition, allowing us to enhance student success.
Presenter(s):  Christopher Jimenez, Libraries; Elana Karshmer, Libraries; Sarah Hammill, Libraries

The development of clinical competencies is of significant importance in Advanced Practice Nursing (APN) education; therefore, in response to the COVID-19 pandemic freeze on in-person simulation trainings, new methods to deliver Objective Standardized Clinical Examinations (OSCEs) were developed. COVID-19 continues to impact APN programs and has temporarily led to limitations in quality practice experiences. This presentation will share how remote OSCEs have been developed as an innovative teaching strategy to provide realistic and safe methods to assess student’s critical thinking and to provide meaningful practice experiences.
Presenter(s):  Deana Goldin, Nursing (Graduate); Ariel Fuentes, Nursing (Graduate)

Instructors of large online surveys face multiple challenges in cultivating course community and encouraging engagement. This presentation offers a holistic model for fostering student-to-instructor communication and peer-to-peer exchange in remotely taught courses of 45+ students. It discusses applications of two platforms in particular: Slack and Nearpod. It details how to efficiently integrate Slack as the communication medium for a large course, and how to use Nearpod as a tool for flipping online Zoom session to encourage student agency in live sessions. The presentation shows how “Slackpodding” strategies help instructors save time, be more present in the virtual classroom, and foster a sense of community in online courses.
Presenter(s):  Lindsey Maxwell, History

This presentation will discuss the challenge of safely teaching a physical course while adhering to Coronavirus Safety protocol in a Stage Combat course. Stage Combat teaches Actors to safely perform fight choreography for the Stage and Screen. I will share course design, instructional, and logistical changes made to meet the challenges presented by the pandemic and the outcomes for student success and learning in the course.
Presenter(s):  Danny Mitan, Theatre

This presentation discusses how a service learning community activity for nursing students during the Covid-19 worldwide pandemic fostered and developed their professional involvement with the community. We will share how we evaluated the effect of service learning on nursing students’ cultural competence, knowledge, and community engagement while participating in community-based clinical activities with Covid-19.
Presenter(s): Rosa Roche, Nursing (Graduate); Vanessa Gordon, Nursing (Graduate); Yhovana Gordon, Nursing and Health Sciences Deans Office

As part of the "Tao of Sports" honors college course, students run a 10K (6.2 miles). The assignment includes writing a training plan, showing evidence of following the plan, and a final paper describing the experience. In Spring of 2020, 23 of the 25 completed the 10K, with several students overachieving to run a half marathon (13.1 miles), and one student completed a full marathon (26.2 miles). This presentation will share student feedback regarding the assignment, which ranged from simple happiness in the outcome of their run to some experiencing life transformation.
Presenter(s): Joseph Lichter, Honors College

In my Classical Dramatic Literature class, one of the main learning objectives is for students to be able to read and understand complex classical texts from Shakespeare and Marlowe. This semester, I created six videos that guided students through important scenes and helped them break down the text. This presentation will share the use of PlayPosit’s innovative interactive features, student feedback regarding the benefits of these features, and the impact on student learning and engagement.
Presenter(s):  Ivan Lopez, Theatre

Digital technology is transforming the dynamics of professional and personal communication. The COIL (Collaborative Online International Learning) experience allows the unexpected opportunity for a virtual transformation of the interpersonal relations between students from two different cultures. This presentation will share how the COIL experience challenged students and what it meant for student connection and learning.
Presenter(s):  Anna Pietraszek, Marketing & Logistics; Wendy Guess, Marketing & Logistics

The presentation will showcase my Writing as Social Action student's collaborative virtual protest.  We hope to inspire creativity and encourage others to take risks to explore different platforms to give more agency to student’s voices in a remote environment. 
Presenter(s):  Kacee Belcher, English