ABSTRACTS - Room 121

All sessions take place in Butler-Carlton Hall on the Missouri S&T campus


Permission to Fail: Using Challenging Formative Assessments to Drive Engagement and Coach Students to Success


Presenter: Mark Fabian - Director of Digital Learning; Evangel University

Audience: Higher Education

Time and Location: 12:15 - 1:00 p.m.; Room 121

Low-stakes does not have to be low-impact! Formative assessments can be used to challenge students and provide a safe place for them to try and fail, and then learn and try again. This session will demonstrate strategies for using high-impact, low-stakes formative assessments to facilitate coaching and learning.

Impact of Exposure to Broad Engineering on Student Perceptions


Presenter: Kellie Grasman - Lecturer in Engineering Management & Systems Engineering; Missouri S&T

Audience: Higher Education

Time and Location: 12:15 - 1:00 p.m., Room 121

How does exposure to “Broad Engineering” perspectives impact student values and attitudes? Can an online service course that reaches 400+ students each year encourage motivation and persistence in engineering? Find out if one course, utilizing only open educational resources (OERs), can made a difference.

Assessment and Evaluation Practices in Faculty Assessment


Presenter: Dr. Natalie Bolton - Associate Professor of Education Sciences & Professional Programs; University of Missouri-St. Louis

Audience: Higher Education, K-12 Education

Time and Location: 1:15 - 2:00 p.m., Room 121

Regulatory, accreditation, and funding agencies require higher education programs to demonstrate that their students have mastered program outcomes and have proven their effectiveness. In order to meet the needs of agencies and more importantly, students, assessment practices that have a positive impact on student learning success will be discussed. Specifically, assessment practices will be addressed that best allow students in higher education programs to know they have mastered course and program outcomes, in addition to instructional decisions that faculty should make in order for students to learn to what degree they have mastered course and program outcomes.

Assessments that Elicit Learning Artistry: A Practical Guide to Design and Implementation


Presenter: Dr. Dave S. Knowlton - Professor & Graduate Program Director of Instructional Technology; Southern Illinois University-Edwardsville

Audience: Higher Education, K-12 Education

Time and Location: 2:15 - 3:00 p.m., Room 121

Assessment often is too closely tied to grading and credentialing. These ties undermine the opportunity for students to truly express themselves as learners. Assessments must be designed and implemented in ways that inspire students to enter the realm of creative expression and emerge as a true “learning artist.”

Some Reflections on Making Assessment Helpful in a Learning Process


Presenter: Dr. B.J. Shrestha - Associate Teaching Professor of Electrical & Computer Engineering; Missouri S&T

Audience: Higher Education, K-12 Education

Time and Location: 3:15 - 4:00 p.m., Room 121

Without a meaningful and well thought-out assessment we don’t know where we are in a teaching-learning prcess. Assessment provides a metric and more importantly an incentive to enhance and achieve success in the learning process. This presentation is about the mechanics and underlying dynamics of implementing a good assessment system in any learning context, in particular, as applied to here at Missouri S&T.

The Metamorphosis of a Course: First Year Engineering for 1100+ Freshmen with 2 Faculty


     Julie Phelps - Instructional Designer; University of Missouri-Columbia
     Dr. Douglas K. Ludlow - Professor of Chemical & Biochemical Engineering and Director of Freshman Engineering; Missouri S&T

Audience: Higher Education

Time and Location: 4:15 - 5:00 p.m., Room 121

Imagine this scenario: On top of full teaching loads and other departmental duties, two professors also share 20 class sections of a course - arranging guest speakers from over 15 departments, and tracking points for over 1100 engineering students who are completing numerous experiential assignments with varied due dates. Hear the story and the lessons learned of how two professors and an instructional design team transformed a traditional required introductory course into a quality online environment without compromising the learning or integrity of the course.