2025 Celebration Conference Concurrent Sessions
This year’s conference features 3 blocks of concurrent sessions across 4 tracks. View the full concurrent session schedule with track information here. The concurrent session track options are as follows:
- Fostering Equity in Teaching and Learning
- Teaching in the Health Professions and STEM-H
- Innovations to Support Teaching and Learning
- Student Engagement Strategies and Serving the Whole Student
Concurrent Session Blocks
| Session Title | Presenters | Session Description | Location |
|---|---|---|---|
| AI as a Teaching Assistant: Innovating Development, Engagement and Inclusion | Shawnise Miller (Kent), Maria Emilia “Emi” Ramirez (Kent), Jennifer Bobo (Kent) | Generative Artificial Intelligence (AI) is transforming the educational landscape. One of its most promising roles for educators is AI teaching assistant (AI-TA). This presentation will explore how AI-TAs can enhance educational practices across three critical dimensions: (1) course and content development, (2) student engagement, and (3) promoting equity and inclusion. The session will draw on examples from faculty and interactive discussions to demonstrate how AI can be developed and integrated effectively to benefit diverse learners, including those from marginalized communities. Ethical challenges and strategies for equitable AI use will also be discussed. | W118 |
Session 1: 11:05- 11:30 a.m. Session 2: 11:40 a.m. - 12:05 p.m. | Session 1: Rudy Clark (SON), Adam Huddleston (Delphi) Session 2: Sneha Thapa (A&S) | Session 1: This session explores the integration of Virtual Reality (VR) technology into nursing education to enhance the assessment and communication skills of nursing students when interacting with patients who have schizophrenia. VR provides an immersive, controlled, and safe environment where students can practice and refine their therapeutic communication techniques. This innovative approach allows students to engage with realistic patient scenarios, addressing both verbal and non-verbal communication challenges unique to schizophrenia. By simulating real-world clinical experiences, VR aims to bridge the gap between theory and practice, fostering confidence, empathy, and competence in future nurses, ultimately leading to improved patient care and outcomes. Session 2: I will be presenting on how I have applied the concept of “Revisiting Bloom’s Taxonomy” (Anderson & Krathwohl, 2001) to tie together course objectives, learning outcomes, and assessments for an introductory-level Anthropology course. I have applied Dr. Sheri Barrett’s concept for lower to higher order of thinking in Bloom’s Revised Taxonomy Framework (2023) to scaffold the student learning process through their assignment design. I argue that combing revised bloom’s taxonomy and lower to higher order of thinking has allowed me to simplify the student learning outcomes and create a robust assessment system that fosters student success and hence fosters equity. | W117 |
| Incorporating a Social E-Reading Platform to Promote Engagement in Education | Staci Saner (SOM), Denise Cumberland (CEHD) | A key challenge in asynchronous and online courses is maintaining learner engagement, which is crucial for building community and motivation. This interactive session highlights Perusall, a social e-reading platform that promotes engagement by allowing learners to annotate and discuss course content collaboratively. Instructors can upload articles or videos, and learners interact through comments and questions, fostering social motivation and accountability. Perusall integrates easily with Blackboard. This tool enhances peer learning and engagement across many educational settings. Come learn the basics of Perusall to start using it in your course. | W116
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Session 1: 11:05 - 11:30 a.m. Session 2: 11:40 a.m. - 12:05 p.m. Using Active Learning to Support Underrepresented Students | Session 1: Benne Holwerda (A&S), David Johnson (SPHIS), Raymond Chastain (COB) Session 2: Katherine Golway (A&S), Jeffrey L. Hieb (Speed), Marci DeCaro (A&S) | Session 1: Elementary Astronomy is a Cardinal Core class taught at UofL. A flipped classroom approach for this class was evaluated with a pre/post standard test, participation in pre- and in-class assignments, and homework. We examined the effects on success in this class based on student gender. There is a stronger correlation for men between preparatory assignments and final outcomes because of a low-performing group. This was not present in the women in each cohort. Session 2: Active learning has been shown to boost student learning and well-being, especially for minoritized students. We provide evidence from two STEM courses at UofL, discuss potential mechanisms for these findings, and offer tips for implementing active learning. We will review research illustrating that active learning is cognitively engaging, considers students’ psychosocial needs, provides structure, and integrated frequently can help close achievement gaps. Fully understanding how, when, and for whom active learning works can help instructors best support underrepresented students, increasing equity and inclusion on campus and in STEM more broadly. | W107 |
| What Is Writing, If Not Thinking Preserved? Teaching Discipline-Relevant Writing | Crystal Fodrey (A&S) | In this interactive session, incoming Chair of the international Association for Writing Across the Curriculum and new English faculty, Crystal Fodrey, will discuss the growing importance for attending to the teaching of writing in courses across the disciplines in our AI-influenced educational landscape and provide research-supported strategies and assignment and rubric design resources to assist faculty in applying their disciplinary writing knowledge to design and/or revise discipline-relevant writing activities and projects in any course that assigns or could benefit from assigning writing. Participants are encouraged to bring student writing in any genre representative of their discipline, such as a thesis-driven analysis, SOAP note, lab report, artist statement, mathematical proof, etc. | Multipurpose Room A, W201 |
Session 1: 11:05 - 11:30 a.m. Session 2: 11:40 a.m. - 12:05 p.m. Two Peds Professors in a Podcast: An Innovative Approach | Session 1: William Brantley (A&S) Session 2: Rebecca Gesler (SON), Ashley Durham (SON) | Session 1: This presentation discusses using role-playing games like *Dungeons and Dragons* (D&D) for immersive learning in leadership communication. Participants will see how role-playing enhances decision-making, teamwork, and communication through storytelling and problem-solving. The session offers tips on creating role-play scenarios that match leadership skills and adapting these activities for virtual and in-person settings. Session 2: Incorporating innovative instructional methods such as podcasts can significantly augment self-directed learning (SDL). Research has demonstrated that nontraditional educational formats, including storytelling, podcasting, and blogging, facilitate the comprehension of complex subjects, making them particularly effective in nursing education. Podcasts offer auditory learning opportunities that can present real-world narratives, allowing students to connect theoretical concepts with practical applications. | Multipurpose Room B, W201 |
| Equity Champions: Advancing Equity and Evidence-Based Teaching at UofL | Michal Kofman (A&S), Amanda Lacey (CEHD), Cynethia Bethel-Hines (SON), Rebecca Devlin (A&S), Jessica Gibb (CEHD), Laura Krauser (A&S), Angela Thompson (Speed) | Discover how the Equity Champions program brings together faculty to create equity-oriented learning environments at the University of Louisville. This panel features faculty from diverse disciplines and teaching modalities who participated in our semester-long pilot program. Panelists will share their experiences, learnings, and discuss evidence-based resources that helped them refine their equity-focused practices. Whether you're hoping to foster equity in your own class or simply curious about this program, this panel offers valuable insights and practical tools to support equitable student success. | Multipurpose Room C, W201 |
Health Equity, Critical Content, and Critical Pedagogy: An Interprofessional Perspective
| Leonda Richardson (DENT)
| Disproportionate health outcomes persistently impact racial/ethnically minoritized populations (e.g., Black Indigenous People of Color, or BIPOC) in the U.S.A. with a plausible cause being the lack of emphasis on critical action engagement in relation to health equity. Curricular content and pedagogy included in academic medical and nursing programs may emphasize critical action, implicitly or explicitly (e.g., appealing to state policymakers regarding food insecurity and its link to health inequities of BIPOC). Meanwhile curricular content of law, social work, and dental programs may not be action oriented towards health equity, although this is applicable to these professions too. | Floyd Theater, W308
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| Session Title | Presenters | Session Description | Location |
|---|---|---|---|
Session 1: 1:45 - 2:10 p.m. First Impressions Matter: Techniques to Cultivate Connections in Online Courses Session 2: 2:20 - 2:45 p.m | Session 1: Thomas Teague (CEHD), Denise Cumberland (CEHD) Session 2: | Session 1: Using Universal Design for Instruction principles, this session will provide strategies for connecting students to online course content, their faculty member(s), and each other at the start of a new term via a “roadmap to success.” Facilitators will highlight key components and techniques, such as a warm welcome, creative syllabus engagement, tips for student success, and how to assess students’ understanding of the course requirements. Additionally, the facilitators will showcase how different technologies can be leveraged in an online environment to create a positive first impression. Session participants will walk away with tangible ideas for creating their own roadmap in a way that makes the most sense for them. Session 2: Designing learning environments that engage and inspire students is an exciting and meaningful aspect of the faculty teaching role. However, faculty sometimes complain about the solitary nature of their job, and "working in a vacuum" with little feedback to ensure continuous improvement in their teaching practices. One under-utilized and potentially rich source of feedback for enhancing innovative teaching practices is from peers, who can provide both content and process insights from their own experiences to create synergies. In this spotlight presentation, we share several empowering and user-friendly process tools for soliciting and engaging with peer feedback, for immediate practice enhancement. | W118 |
| Teaching in the GenAI Era: Literacy Training and Course Adaptations |
Campbell Bego (Speed) Angela Thompson (Speed School) | This session will first provide baseline GenAI literacy to faculty, and then help faculty think about modifying their courses. GenAI literacy instruction will include a brief overview of modern generative AI (GenAI) tools, how they work, and their advantages, limitations, and threats in higher education. Then, the presenter will lead instructors in designing in-class integrations of GenAI (syllabus wording, lectures, and assignments) to teach their students about GenAI and how to use it appropriately. | W117 |
| Picturebook Book Clubs: Using Children's Literature to Spark Critical Conversations | Melissa Zipper (CEHD) | Literacy educators know that critically discussing literature offers students opportunities to explore the power and privilege inherent in society (Diaz et al., 2021; Mosley Wetzel, 2020). Through these discussions, students are often able to reveal, process, and ultimately deepen their understandings of their own culture, beliefs, and experiences. The seemingly uncomplicated medium of children’s picturebooks are used to foster complex critical conversations amongst students in an undergraduate Cardinal Core Diversity course, Children's Literature. This session will include a shortened version of the picturebook book club and allow participants to read diverse texts and discuss them in critical, courageous conversations. | W116 |
| Integrating Digital Storytelling for Student Engagement and Creativity | Jason Zahrndt (Delphi), Erin Hogan (CEHD), Christy Metzger (1st Yr Experience) | This panel explore how faculty have integrated digital storytelling assignments into their teaching to enhance student engagement, creativity, and reflection. Attendees will hear student and faculty experiences about the use of storytelling in their classes, strategies for teaching students to create multimedia stories, and how digital storytelling affected student learning. The session will provide practical examples from different disciplines, highlighting the benefits and challenges of using storytelling in the classroom, and offer actionable insights for faculty to incorporate these methods into their own courses. | W107 |
| A Toolbox of Strategies to Improve Student Test-Taking Skills | Cynthia Metz (SOM), Michael Metz (DENT) | Many students need to develop their test-taking skills for high-level and integrated assessments. This session will enable participants to brainstorm methods to help refine student test-taking abilities on multiple-choice exams. A toolbox of strategies was implemented in a Dental Physiology course that included an introductory video, problem solution videos for practice problems, collaborative group assessments, and unit exam debriefings. The students reported that the strategies were helpful, improving their preparation and test-taking strategies for summative exams. These interventions could be easily modified for use by other instructors to optimize student performance. | Multipurpose Room A, W201 |
| What Students Wish You Knew About Textbooks | Lidiya Grote (UofL Libraries), Kristina Bloch (UofL Libraries) | At the beginning of the Fall semester, over 100 students anonymously shared what they wish their professors knew about how textbook costs impact them. In this session, we will explore their firsthand accounts, highlighting recurring themes of stress, accessibility, and academic impact as expressed through students' words. By engaging with these student perspectives, faculty will gain insights into student needs and challenges and explore potential solutions to improve textbook affordability, such as the use of Open Educational Resources (OER), library eBooks, and databases, as well as the utilization of UofL Libraries and state-wide affordable learning and OER resources and services. | Multipurpose Room B, W201 |
| We Know What to Do - So Why Don't We? Mobilizing Campus Communities to Support Teaching and Learning | Faculty Affairs Leadership Presentation - Invitation Only Event | Our era has seen barriers to higher education fall: More people are getting to learn, in more times and more places, than ever before. We also know more than ever about the science of learning, which allows us to design better and more compelling educational experiences for our students. And yet, there remain significant gaps between what we know and what happens in practice. Administrative obstacles, unclear objectives and goals, even philosophical differences can all get in the way of creating positive change that lasts. This interactive talk focuses on common barriers we face in our push for more effective approaches to teaching and learning, and practical ways to overcome them. | Multipurpose Room C, W201 |
| Using AI, From Syllabus to Final Assessment | Manuel Medina (A&S), Tim Johnson (Writing Center), Michael Losavio (A&S) | Stemming from the work of the A&S Ad Hoc Committee on generative AI (GenAI) , this session will explore key challenges related to GenAi in teaching. We will focus on identifying and navigating ethical considerations, course design, policy creation, and managing the balance between AI use, workload, and burnout. We’ll share practical examples of AI strategies in teaching and learning. Participants will have the opportunity to share their own strategies and collaborate in teams to develop (or create) these strategies. | Floyd Theater, W308 |
| Session Title | Presenters | Session Description | Location |
|---|---|---|---|
| Trends in Generative AI - The Conversation Continues | Matt Elder (COB) | ChatGPT, Claude, Midjourney, Gemini, Llama, Runway AI – keeping track of AI models and their capabilities can often seem like an impossible task. Where do you start? What is hype vs. reality? Is there such a thing as AI-proofing your class or for that matter, should you? Since 2023, Dr. Matt Elder has been leading a series of AI Conversations in the College of Business with faculty and staff addressing these questions and more. Join the conversation in a presentation that will explore the recent trends in generative AI and how you can incorporate these into your course, research, or work. | W118 |
Session 1: 3:00 - 3:25 p.m. Engaging Online Student Learning with Interactive iSpring Modules Session 2: 3:35- 4:00 p.m. Investigating Student Attitudinal Outcomes of a Two-Semester Biology Course-based Undergraduate Research Experience (CURE) for First Year Students | Session 1: David Royer (CEHD)
Session 2: Emma Throneburg (A&S)
| Session 1: This presentation shares the use of iSpring interactive modules to enhance both teaching effectiveness and student engagement. iSpring, a PowerPoint add-on, offers versatile tools for creating dynamic learning experiences, including video/audio lectures, interactive quizzes, simulated conversations, and applied activities. Unlike static video recordings, iSpring modules enable students to navigate by slide, speed up playback, view captions, and access slide notes, promoting flexible and personalized learning. Use of iSpring enhanced modules fosters deeper understanding, provides real-time feedback through checks for understanding, and supports active learning for online students. Session 2: Participation in research experiences benefits undergraduate students in a multitude of ways, yet many barriers exist that prevent broad student participation in traditional mentored research experiences. Implementing Course-based Undergraduate Research Experiences (CURE) can reduce these barriers by including whole classes of students in authentic research. In this study, we implemented a two-semester CURE in an introductory biology laboratory course sequence. Using quantitative surveys, we found gains in students’ scientific self-efficacy and science identity through CURE participation, and that students’ scientific community values remain high throughout CURE participation. | W117 |
Session 1: 3:00 - 3:25 p.m. Session 2: 3:35 - 4:00 p.m. | Session 1: Session 2: | Session 1: The literacy narrative is a commonly assigned genre in composition classrooms. At UofL, the second assignment within the ENGL 101 curricular sequence contains a group project in which students analyze their collective narratives for themes in order to produce a 2D digital representation. However, this project between PhD student, Christina Davidson, and Engineering Garage Manager, Sean Johnson, allowed students to transform their collaborative analysis into a 3D laser-cut wood design in both the Engineering Garage, as well as GE’s FirstBuild makerspace. We found our interdisciplinary collaboration brought deeper engagement to the assignment and impacted student persistence in the course. Session 2: Students use Virtual Reality (VR) applications to explore course content in an immersive manner. There are no distractions in the VR environment, only the topic of the day! Multiple free or low-cost VR software options and 30 VR headsets in the Teaching Innovation Learning Laboratory (TILL) make this technology accessible to any discipline. It is even possible for students to participate without the headsets by screen casting the VR experience to external monitors. We will present how we created our lessons and how you can too. Student feedback from Biology and Chemistry courses will also be presented. | W116 |
| A Journey Towards Increased Teaching Effectiveness: Uncovering Insights Through Critical Reflection | David Johnson (SPHIS), Mary Ashlock (A&S), Carla Vidoni (CEHD), Chris Millett (Music) | This session explores the role of critical reflection in enhancing teaching effectiveness, drawing on the experiences of participants in the Passport to Teaching Effectiveness Program. Based on Stephen Brookfield’s four lenses for reflective teaching, faculty in the program developed artifacts to analyze and improve their teaching practices. During the session, presenters will share their journey toward becoming more intentional, self-aware educators and offer insights into how reflective practice can lead to greater teaching excellence. Attendees will gain practical strategies for incorporating critical reflection into their own practice to foster continuous improvement in their teaching. | W107 |
| Teaching Chi-Square Tests with M&M Candies and Generative A.I. | Shuying Sha (SON), Sanju Kunwar (SON) | This session aims to achieve two primary objectives: 1) Demonstrate the versatility of M&M candies as a pedagogical tool for addressing multiple statistical learning objectives. 2) Explore the integration of AI in fostering critical thinking within statistics education. Participants will engage in hands-on activities using M&M candies to explore statistical tests for comparing proportion distributions. Additionally, participants will investigate the capabilities of two generative AI tools, ChatGPT and Perplexity, in formulating solutions to research questions presented in the M&M activity. | Multipurpose Room A, W201 |
| The Secret Sauce: Creating an Anti-Racist Mindset in the Classroom | Dennis Cornell (HSC Counseling Center) | Racism continues to plague the United States and White people hold a key element to ending racism by adopting anti-racism practices in their professional and personal lives. This workshop examines empirically-based anti-racism interventions and practices that educators can utilize in the classroom. | Multipurpose Room B, W201 |
Session 1: 3:00 - 3:25 p.m. Session 2: 3:35 - 4:00 p.m. Generative AI for College Students: A Collaboratively Developed Online Microcourse | Session 1: Session 2: | Session 1: This session will provide an overview of key findings from the Cardinal Core Assessment. Specifically, we will highlight areas of strength and areas for continued growth for students within our general education program regarding the overarching competencies of critical thinking, effective communication, quantitative reasoning, and understanding of historical, social, and cultural diversity. Session 2: Students, faculty, and staff at UofL have questions about how AI works and how to use it ethically. While many have embraced AI, others may be wary due to its complexity and lack of clarity around ethical use. In response to this, a team from Ekstrom Library, the Writing Center, and the Digital Media Suite created an AI literacy micro-course in Blackboard to meet the need for guidance about AI on our campus. Join us in this presentation to learn about the micro-course, how it was created, and how you can easily integrate into your courses at UofL. | Multipurpose Room C, W201
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| Ultra's AI Capabilities and How Institutions Are Using It (Sponsored Session) | Eddie Randall (Anthology/Blackboard) | Join Anthology’s experts as they unveil Blackboard Ultra’s AI-driven features, showcasing how these powerful tools can streamline course management and enrich digital learning experiences. Discover real-world examples from institutions leveraging the platform’s build-in G-AI capabilities to foster student engagement and improve outcomes. | Floyd Theater, W308 |
Connect Lounge
Resource Fair: 8 - 9 a.m.
Explore our resource fair and discover a range of university services and programs designed to support teaching, research, as well as professional and personal growth.
New Educators Meet & Greet: 11:05 a.m. – 12:05 p.m.
Join us as we welcome our newest educators and foster connections across the university. The lounge will also feature a resource fair during this time. Whether you're new to campus or looking to discover more about available resources, this event offers an excellent opportunity to network, share insights, and build community.
Collaborate in the Lounge: 1:45-2:45 p.m.
The Connect Lounge is open for attendees to relax, collaborate, and engage in meaningful conversation. This informal session is a space to reflect on and discuss strategies introduced at the conference, share ideas, and explore ways to apply new insights in your own teaching. Whether you’re looking to brainstorm, seek feedback, or simply connect with others at UofL, the lounge offers a welcoming environment for open dialogue and shared learning. Stop by, pull up a chair, and join the conversation!
*Sponsored by Anthology/Blackboard Ultra
Faculty Favorites Meet & Greet: 3-4 p.m.
During this hour we celebrate all our educators who received a Faculty Favorites nomination. Meet and connect with our keynote speaker, Dr. Michelle Miller, and representatives from the Student Government Association. This is a wonderful opportunity to share stories, connect with colleagues, and celebrate teaching at the University of Louisville.